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Direct linkCramer, Elizabeth D.; Alvarez McHatton, Patricia; Little, Mary E. – Action in Teacher Education, 2015
Legislative changes over the past several decades have led to an increase of students with disabilities in general education classrooms. Although teacher preparation has changed to include more content about diversity and disability, student achievement data suggest that though students with disabilities have been physically included in…
Descriptors: Teacher Education, Disabilities, Inclusion, Educational Change
Barrio, Brenda L.; Lindo, Endia J.; Combes, Bertina H.; Hovey, Katrina A. – Action in Teacher Education, 2015
Despite the almost universal adoption of Response to Intervention (RTI) in school districts across the United States, recent research report feelings of inadequacy on the part of general education (GE) teachers. In this study, the authors conducted a systematic review of the literature to examine research focusing on the teaching, learning,…
Descriptors: Response to Intervention, General Education, Preservice Teacher Education, Literature Reviews
Parker, Audra; McHatton, Patricia Alvarez; Allen, Diedre; Rosa, Leila – Action in Teacher Education, 2010
Federal legislation (Individuals With Disabilities Education Improvement Act, No Child Left Behind) mandates access to the general education curriculum for students with disabilities. As a response, K-12 schools are moving to coteaching models with increased frequency (National Center for Education Statistics, 2008). However, preservice teachers…
Descriptors: Federal Legislation, Access to Education, Disabilities, Elementary Secondary Education
Wasburn-Moses, Leah – Action in Teacher Education, 2008
The Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act of 2001 require that students with disabilities be included in statewide assessments and general education accountability systems, thereby placing increased demands on special education teachers. At issue is how new teachers are prepared to respond to…
Descriptors: Educational Strategies, Educational Change, Special Education Teachers, Accountability
