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- W50678312 abstract "A lack of supportive infrastructures in regular education classrooms can cause students with disabilities to flounder. Moving students with disabilities into inclusive classrooms has meant that special educators have less control over managing the factors that foster student success. is a strategy for reinstating supportive elements into regular education classrooms that contain students with disabilities. It seeks to enhance academic and vocational success and reduce the need for pull-aside services for a large number of students with disabilities by raising the social and affective quality of the full-inclusion classrooms. It is a whole class mental health consultation model that makes the social and emotional elements of classrooms visible so that educators can assess the impact of affective supports they provide. Early experiences with the model have provided promising evidence of the probes' utility and value. The evidence suggests that the consultation model is useful to teachers solving real problems of practice that occur within their schools. Results do show a need for revision of the Peer Relationship probe to insure broader dispersion of scores, enhanced representation of isolation as well as conflict issues, and enhanced reliability. (Contains 97 references.) (JDM) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Rationale Class Maps: Reliability and Validity of a School Wide Mental Health Consultation Program' Beth Doll, Steve Zucker, Katherine Brehm University of Colorado at Denver PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES .,_INFORMATION CENTER (ERIC). A lack of supportive infrastructures in regular education classrooms can cause students with disabilities to flounder when they are educated in inclusive settings. Strategies for creating effective educational contexts were very much a part of special education while it was delivered through pull-out programs. Moving students with disabilities into inclusive classrooms has meant that special educators have less control over many of the factors that foster student success. ClassMaps By the late 1980s, air quality in Denver had deteriorated badly, with over 100 high pollution warning days in most years. During that time, the metro's hospitals and clinics reported large numbers of patients seeking treatment for respiratory illnesses. Now, in the 1990's, Denver has fewer than 5 high pollution days in most years and medical facilities report a dramatic decline in the number of respiratory illnesses being treated Thus steps taken to improve the city's air quality reduced the need for direct medical interventions with large numbers of residents. Box R1 is a strategy for reinstating these supportive elements so that they are integral to the regular education classrooms within which students with disabilities are fully-included. Box B.1 provides a simple analogy that clarifies the essential contribution that ClassMaps' healthy classroom' approach makes towards fully supporting students with disabilities. Like Denver's air quality programs, ClassMaps seeks to enhance academic and vocational success and reduce the need for pull-aside related services for large numbers of students with disabilities by raising the 'social and affective quality' of the full-inclusion classrooms they are educated in. 00 Ce) Presented at the Convention of the National Association of School Psychologists, Las Vegas, NV. April, 1999 C) CO BEST COPY AVAILABLE 4 The Class Maps Model: Classroom-Based Mental Health Consultation Class Maps is a whole class mental health consultation model that makes the social and emotional elements of classrooms 'visible' so that educators can assess the impact of affective supports they provide and demonstrate the relationships between these and core academic tasks of schooling. The model is built upon 6-steps: Step 1: Collect and analyze brief probes of 6 elements of mentally healthy classrooms; Step 2: Assemble this information into a graphic description of the 6 elements, a ClassMap; Step 3: Examine the significance of the ClassMap with classroom teachers and students; Step 4: Collaboratively plan strategies to alter one or more of the elements in the ClassMap; Step 5: Re-collect a ClassMap to assess consequent changes in the 6 affective elements; Step 6: Monitor the impact of classroom changes on the success of at-risk students. These steps duplicate, on a classroom basis, the elements of effective behavior management that have proven successful in individual management programs. Effective management of individual behaviors occurs when expectations are stated clearly and unequivocally as positive behavioral rules, when students are engaged in discussions about the importance and relevance of rules, when students receive specific, accurate and immediate feedback about their success in meeting these expectations, and when consequences for not meeting the expectations are consistent and mild (Sprick & Sprick, 1991). ClassMaps applies these same principles to classroom support -by clearly describing expectations for student support, engaging multidisciplinary teams of educators in efforts to enhance such supports, providing the teams with dependable feedback about their success in meeting those expectations and establishing consequences for not meeting the expectations that are consistent and mild." @default.
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