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dc.contributor.author Garner, Theresa
dc.contributor.author Reed, Regina
dc.date.accessioned 2008-05-15T04:11:55Z
dc.date.available 2008-05-15T04:11:55Z
dc.date.issued 2007-05
dc.identifier.uri http://hdl.handle.net/10139/498
dc.description.abstract The research examined an intervention program and the implementation of reverse mainstreaming. Project Succeed was implemented at one elementary school site to meet the needs of all learners. General education first grade students were identified for intervention services and placed in the program according to need and ability. Part of the intervention program was reverse mainstreaming into the special education classroom requiring collaboration among general and special educators. First grade students went into the special day class for a portion of their day to receive either academic instruction or to act as peer models for the moderate to severe special education students. This study looks at how one school site implemented a model to meet the needs of all children. en_US
dc.language.iso en_US en_US
dc.rights All rights reserved to author and California State University Channel Islands
dc.subject Intervention program en_US
dc.subject Reverse mainstreaming en_US
dc.subject Special education en_US
dc.subject Education thesis en_US
dc.title Rolling Hills Elementary Project Succeed en_US
dc.type Thesis en_US

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