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Project Acumen: A JGHS Pilot Program
For the past several months, the John Graham (acuity
has been engaged in a pilot program — "Project
Acumen" — with special emphasis on "Mainstreaming."
The purpose of the project was to prepare teachers to
educate exceptional children in the regular class
settings. "Acumen" is the outgrowth of Public School
Law 91-230. The state Department of Public Instruction,
in conjunction with ESEA Title VI, has funded this
project yearly for the varying levels of education
beginning with the primary and middle grades. This year
the project placed emphasis on the secondary grades.
The term "mainstreaming" has been used frequently
and in different ways during the last few years. Along
with its varied meanings has come confusion regarding
what the word really means. While there may not be a
definition that is universally agreed on, there are some
basic themes that can be looked to for an understanding
of the intent of mainstreaming.
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To our staff, "mainstreaming" meant the following:
providing the most appropriate education for each child
in the least restrictive setting and looking for and
creating alternatives that would help general educators
serve children with learning or adjustment problems in
the regular setting.
The overall objective at John Graham was to find ways
and means to help teachers understand and deal with the
wide range of students with diversified abilities.
Teachers studied and evaluated their attitudes toward
students, their teaching methods, and their teaching
styles. Effective methods and techniques were devised
to diagnose and prescribe for the different achievement
levels in each classroom. Many approaches were used to
assist in reaching our goal. Dr. Betty Levey, consultant
from East Carolina University, guided us in all of our
endeavors.
Professional books and samples of a wide variety of
tests and kits on instructional materials were added to
the media collection. They were examined and used to
meet the diversity in achievement and ability found in
each classroom. Library books and textbooks were
evaluated to find appropriate levels for students
achieving at different rates. These resources were
available to teachers as1 they tried a variety of
approaches—some new, some old, and some modified.
As a component of Project Acumen, teachers visited
two sites, Roanoke Rapids and Goldsboro City Schools, to
broaden their perspectives and to gain new insight for
future incorporation of ideas in their classrooms. At least
one other administrative unit, Concord City Schools, will
be visited before the close of school.
In spite of these concerted efforts by the faculty, many
problems remain unsolved. Far too many students are
still chronic absentees; far too many students are still
failing. At the end of the first semester, 40 percent of the
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student body had failed at least one or more subject!.
The dropout rate has remained constant, approximately
6 percent.
Three strategies have emerged, however, that
participants believe will make mainstreaming mora
successful for all students, whether they are average,
handicapped, or talented:
1. A resource lab, managed by a certified teacher,
equipped with supportive and/or alternative instructional
materials.
2. Continued efforts on the part of the teachers,
supported by resources and in-service training, to search
out and try a variety of materials and techniques to meet
the different needs within their classrooms.
3. Special resource classes for academic subjects
(English, social studies and math) for students who are
identified as Educable Mentally Retarded, Learning
Disabled, or Trainable Mentally Retarded.