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…

Offers a rationale for social skills instruction and integration for students with, or at risk for, learning and behavior problems. It examines the social skills needed in various settings and describes a three-step process for integrating academic content with social skill development. (DB)

Discusses the use of a consultative therapy model to provide physical and occupational therapy services in the schools, including standards for selecting this approach, preparation for teachers and therapists implementing the model, communication between teachers and therapists, and the need to supplement teachers' time for motor programming with…

Describes two programs that demonstrate agency collaboration in the transition of students with emotional or behavioral problems from special day-treatment facilities to their home schools. It describes how each program prepares for transition through assessment of student readiness, teaching students coping skills, developing transition plans,…

Describes the Alternative School Program (ASP) in Willington (Connecticut), a pull-out program that uses a "core group" team approach to provide special services for students with behavior problems. It explains the program's methodology (facilities, operating principles, and the core group concept); its results (documentation of ASP…

This article discusses how to use scaffolding in reading instruction for children with different reading abilities, including children with disabilities in inclusive settings. Scaffolding is described and a scaffolding model (the Scaffolded Reading Experience) is illustrated. The article also suggests possible program components for prereading…

This article provides a framework for systematically evaluating and adapting reading comprehension curriculum lessons for children with various reading abilities, including children with mild disabilities who are in the regular classroom. A sample checklist for evaluating reading comprehension curriculum lessons and a sample teaching format for…

This article discusses the process and structures of teacher collaboration; the collaborative tools available to educators for accommodating students with disabilities in regular settings; and the instructional, curricular, and contextual factors in designing more inclusive educational programs. It proposes a decision network that collaborating…