An inclusive classroom requires special and general education teachers to collaborate to facilitate the learning of students with disabilities. Often, the collaboration between special and general education teachers is ineffective due to the misunderstanding of roles, superiority, conflicts, and teaching strategies. These concerns inhibit the…

The response-to-intervention (RtI) model is widely used to support students with special educational needs and their teachers. However, little is known about how educational and health care professionals support the implementation of this model in specific contexts. The purpose of this study was to examine the perceptions of educational and health…

Number talks are increasingly used in general education mathematics classes to engage students. Yet despite the potential benefits, number talks are given limited attention for students with high-incidence disabilities in special education settings. This article presents special education teachers with both the why and, more important, the how for…

National and international trends in special education policy and legislation led to a significant increase in the number of students with disabilities in general education classrooms. Now more than ever, teachers face the challenge of educating students with disabilities in general education classrooms (McLeskey & Waldron, 2011; Smith &…

Special education team members have shown an inability to write rigorous individualized education program (IEP) goals that meet students' needs. Researchers have focused on special education team members' ability to write IEP goals, and the phenomenon continues to be a vital concern. This basic qualitative study was conducted to examine the…

The study's focus is on special education delivery of service guidelines in practice and aims to research the factors that intervention specialists navigate when managing caseloads. Potential contributors to the study include intervention specialists, general education teachers, building administrators, and central office administration. The…

Currently most special education teachers, including those who teach students with significant disabilities, are evaluated using observation systems designed for general educators. Because the roles and effective teaching practices of special educators differ from general educators, we propose that a more appropriate observation tool is necessary,…

In this qualitative study, 8 mild/moderate education specialists in California were interviewed to discuss what lessons were learned regarding online instruction and service delivery for students receiving special education services when schools closed due to the COVID-19 health crisis. Thematic analysis indicated that the following strategies…

The use of evidence-based practices in the field of special education is still inconsistent practice with special education teachers during daily instruction. Special education teachers often have little knowledge of high-quality indicators of research that identify specific evidence-based practices proven for designated populations of students…

Parents and teachers have identified the social inclusion of students with complex support needs as one of the most important components of school participation. Previous research has found that the opportunities for, and importance of, social contacts for students with complex support needs vary by educational placement. The purpose of this study…

Parents and teachers have identified the social inclusion of students with complex support needs as one of the most important components of school participation. Previous research has found that the opportunities for, and importance of, social contacts for students with complex support needs vary by educational placement. The purpose of this study…

This is an exploratory study to examine the perceptions of special education instructional coaches on their role in retaining alternative licensure special education teachers. As public education is an area experiencing hard to fill open positions for special education teachers, many districts are hiring special education teachers on alternative…

This study was prompted by the continuous rise in expectations for students with disabilities to have access to the general education curriculum within the general education classroom. This study was a program evaluation on the Marilyn Friend co-teaching models that utilized Stufflebeam's (1960) Context, Input, Process, Product (CIPP) program…

In the author's study of leadership, they have found distinct connections between the adaptive leader and the experience of working as a K-12 special education teacher. They find these connections are even clearer when reflecting on navigating the complexities of educating students in a Pandemic impacted world. The author describes their study of…

Inclusive teaching practices are increasingly encouraged in many countries, but there are still some difficulties with respect to the professional development of co-working general and special-needs teachers. We used video clubs as a promising tool to enhance Austrian and Swiss teachers' competencies in noticing core features of their own…