It is important for teachers to highlight these qualities in their daily work with students.
We have witnessed relationships form and flourish in the classroom and, in some cases, extend beyond the boundaries of the school. In order for this to happen, interaction between students and relationship building must be modelled and taught. Our experience shows that curriculum and classroom activities provide the best opportunities for the elements of peer relationships to fall naturally into place.
REFERENCES
Bagnell, B. (1989). My experience with integration. In M. Leavitt (Ed.). Teaching All Children: Stories in the classroom. Fredericton, N.B.: Department of Education, pp.17-21.
Campbell, C., S. Campbell, J. Collicott, D. Perner and J. Stone. (1988). Individualizing instruction. Education New Brunswick, 3, pp. 17-20.
Forest, M. and E. Lusthaus. (1989). Promoting educational equality for all students: Circles and MAPS. In W. Stainback, S. Stainback and M. Forest (Eda). Educating All Students in the Mainstream of Regular Education. Baltimore: Paul H. Brooks Publishing Co., pp. 29-42.
Giangreco, M.F., J. York and B. Rainforth. (1989). Providing related services to learners with severe handicaps in educational settings: Pursuing the least restrictive alternative. Pediatric Physical Therapy. 1(2). pp. 55-63.
Giangreco, M.F., S. Edelman and R. Dennis. (1990). Common professional practices which interfere with the integrated delivery of related services. Remedial and Special Education. 12(2). PP. 16-24.
