Describes universal challenge programs, in which all participants, regardless of ability or disability, work as an integrated group. Discusses planning for participant needs and creating a physically and emotionally safe environment. Presents brief instructions for 12 universal activities, including games, problem-solving activities, and high and…

This guide describes five types of student team cooperative learning activities: (1) Student Teams-Achievement Divisions; (2) Teams-Games-Tournament; (3) Jigsaw; (4) Team Accelerated Instruction; and (5) Cooperative Integrated Reading and Composition. In Part 1, each technique is described in detail. A review of research finds positive outcomes in…

Now more than ever, there is a need to understand and respect diversity in the classroom--especially in drama and theater work where it is easy for students and teachers to act out unconscious biases. This book offers a pluralistic perspective for the field of educational drama and theater practice, demonstrating how educators can respectfully…

Reviews cooperative learning theory, listing areas of improvement for both disabled and regular students. Explains how cooperative learning can be used to help mainstream students into social studies classes and gives guidelines for implementation. Points out that success depends on teachers' planning, implementation, and correct evaluation. (GG)

Focuses on two-way multicultural exchange in the classroom and materials and experiences that allow students to see their own culture from the perspectives of outsiders and see and understand another culture's point of view. Suggests using multicultural literature, integrated across the curriculum, to help students make this personal journey. (ET)

This book presents 50 strategies for including students with severe disabilities in regular classrooms. Introductory sections review the trend towards increased classroom integration and explain a philosophy of successful integration. The 50 strategies are each introduced by a thought-provoking quote or statistic, some general information, and…

This curriculum to foster the inclusion of students with disabilities is designed to be offered by educators in junior and senior high school settings. It is intended to bring together students with and without disabilities for classroom instruction, discussion, and experiential learning. The experiential component pairs students with disabilities…

Discusses the ways in which families and children with developmental disabilities can attain "full citizenship" with a creed of positive contribution, great expectations, friendships, choices, and strengths. (BB)

Discusses why ethnic studies should be taught, the infusion, compensatory, and conceptual methods of teaching, considerations about teaching ethnic studies, and possible outcomes. Also suggests that an ideal course would deal with functions of ethnicity and formation and adaptation of ethnic groups. (Author/CK)

Presents class activities to help elementary teachers prepare their students for cooperative learning. Phase one involves building team spirit and appreciating differences. Phase two includes strategies for trying substantial cooperative projects. Phase three offers ideas for adding cooperation to basic subject areas all year long. (SM)

Describes what inclusion is and how people in the helping professions may unintentionally promote exclusion. Describes the author's use of alphapoems in a course to develop college students' affective learning and advocacy toward people with disabilities. Offers examples of students' work and concludes that alphapoems served to further pedagogical…

This manual presents the trainee's workbook and the trainer's guidelines for the fifth of six modules in a teacher inservice series developed to promote the unified effort of both regular and special education personnel in understanding and applying nationally recognized practices to implement fully inclusive education for students with diverse…

Explains how teachers can introduce cooperative learning, suggesting they (1) discuss cooperative behavior with students; (2) initiate small, basic, cooperative groups and activities; (3) facilitate cooperation; (4) add variety and expand the activities. Essential elements include positive interdependence, individual accountability, personal…

Adaptations to the Candy Land board game to allow play by children with moderate or severe disabilities are suggested, such as attaching a small photograph of the student to the marker and using large heavily weighted markers. Ways to generalize new skills and gradually remove the adaptations are discussed. (DB)

This book can help counselors in the school or mental health setting create meaningful group experiences for children who, for whatever reason, are behind in social and life skill development. The group agendas have been developed with children from grades 2-5 in mind. Although each topic stands alone, children can benefit from more than one…