Abstract
Increasingly, students with intensive educational needs are receiving special education services in general education classes. This level of heterogeneous grouping poses curricular and instructional adaptation challenges. Variations of the Osborn-Parnes Creative Problem-Solving process are presented as methods for meeting the educational needs of diverse groups of students within general education activities. Specific examples are provided based on field testing in elementary schools. An evaluation component and future implications are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Educational and Psychological Consultation
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
