The Individuals With Disabilities Education Improvement Act (2004) made significant changes in the roles of general and special educators, especially related to inclusion and collaboration. This pilot study examined the perceptions of beginning elementary and secondary school special and general education teachers in a midwestern state in the…

As schools emphasize accountability and academic progress for all students, professional collaboration is a critical aspect of planning accommodations and interventions that address the learning needs of diverse learners. To better understand collaborative processes, the authors investigated the nature of a collaborative planning experience for…

The authors aimed to investigate the perceptions and experiences of regular education classroom teachers whose students included at least 1 child diagnosed with fetal alcohol spectrum (FAS) disorders. The authors collected data over a 3-year period in 3 school districts in the Pacific Northwest. Data included interviews with classroom teachers,…

In today's inclusive classrooms, general and even many special education teachers often do not feel confident that they know or are using methods and strategies that researchers have shown to be effective in the general education setting for students who struggle with grade-level reading regardless of whether educators have identified them as…

A student with moderate mental retardation included in a general education math setting was taught how to use self-management to increase his on-task behaviors. A researcher and special educator worked together to determine the content for self-management, and each collected 2 different types of data to monitor the impact of self-management.…

Coteaching involves 2 certified teachers: 1 general educator and 1 special educator. They share responsibility for planning, delivering, and evaluating instruction for a diverse group of students, some of whom are students with disabilities. In this article, the authors review models of coteaching and the research base for coteaching and describe…

In this study, the authors determine special educators' judgments of the use, intensity, and effectiveness of communication and behavior management strategies. In an earlier study, F. H. Wood (1991) examined general educators' cost-benefit considerations in managing behavior of students with emotional or behavioral disorders. As an extension of…

Three National Board-Certified Teachers share modifications they used with preschool, elementary, and middle school students identified as difficult to teach. Each modification shared is presented in the reflective format required by the National Board for Professional Teaching Standards. The modifications and descriptions are discussed in terms…