Twenty Characteristics of an Effective Conflict Management Response Team

Abstract Every day elementary, secondary, and college classrooms report at least one incidence of violence. These may be in the form of verbal abuse, bullying, extortions, and fights. These conflict occurrences can be attributed to the lack of conflict resolution skills among school personnel. This article will discuss twenty (20) steps that can be used to resolve conflicts. These steps will offer two or more parties a direction to find a peaceful solution to a disagreement. It goes without saying that the best solution to a conflict is the solution that is best for all individuals involved. Since that is not always possible, the steps discussed will hopefully make conflict solutions work as smoothly as possible

Building a strength-based support program for college students with autism

Abstrac

A Follow-Up Study of the Subsequent Educational Placement and Categorical Classification of Preschool Early Childhood Special Education Students in Selected Rural and Urban Settings

Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97

Including Students who Are Visually Impaired in the Classroom: Attitudes of Preservice Teachers

Introduction: This study examines the perceptions of preservice teachers concerning the inclusion of students with blindness or low vision (visual impairments) in their classrooms. Methods: Using a modified version of the Preservice Inclusion Scale (PSIS), data were collected from participants in three universities in the United States before and after the completion of an introductory special education course. A Multivariate Analysis of Variance (MANOVA) test was conducted to investigate the change in participants\u27 attitudes toward inclusion. Results: The anxiety measure revealed an increase in the calmness level of preservice teachers, and the receptivity measure revealed a nonsignificant change in their receptivity level toward inclusion. Discussion: There were three main study outcomes: A between-subject effect of the universities was not evident, no significant changes in hostility or receptivity were found, and the confidence of preservice teachers in teaching students with visual impairments was not a predictor of changes in attitudes toward inclusion. Suggestions for future research: Future research should determine the nature and scope of strategies included in coursework, and whether these strategies relate more to improvements in attitudes than to coursework that does not include them