This study investigated four beginning special educators' problems of practice and the influence of the school context on teachers' abilities to solve their problems. Participants were troubled by issues related to instruction and curriculum, understanding the system, inclusion, and exhaustion. Teachers received little support from general…

A study examined practices of 101 universities with regard to the inclusion of family-issues courses in their special-educator preparation programs. Most early childhood programs required one or more separate courses in family issues; however, most mild/moderate disability programs integrated this content within the general special-education…

Based on a sample of 46,599 public school teachers, a study investigated the certification status of both special and general education teachers. Results indicated a chronic annual shortage of about 29,000 fully certified teachers in special education, a level that was almost twice the number in general education. (Author/CR)

A study investigated whether or not mentors disseminated the skills and knowledge acquired through the Utah Mentor Teacher Academy. Data indicated that the majority of mentors disseminate their skills and knowledge through inservice and consultation. Behavior management was the topic most often discussed. Characteristics of effective mentors are…

A study examined the effectiveness of a program to prepare and retain 35 on-the-job teachers serving students with mild to moderate disabilities in urban schools. Teachers developed competency over time and viewed seminars and on-site assistance as critical sources of support, however, they continued to experience significant challenges and…

Analysis of responses (N=141) to a survey of teacher educators concerning the Case Method of Instruction (CMI) found that 78% were using or had recently used CMI; CMI was used most frequently in assessment and methods classes. Respondents identified CMI advantages as the application of theory to practice and development of problem-solving skills.…

A study of 89 educators who participated in a workshop course on educating students with attention deficit hyperactivity disorders (AD/HD), found these educators demonstrated increased knowledge, positive attitudes, and perceived competence for educating students with AD/HD. Course evaluations, journals, and interviews provided information about…

Describes a school-based collaborative consultation model that was designed and field-tested to increase the core knowledge of attention deficit hyperactivity disorder and to improve effective intervention skills of junior-high-school staff. Evaluation by personnel in 57 participating school districts indicated the model was successful in…

A case study explored how a middle-school teacher made decisions about individualization in daily lessons for students with learning disabilities. Results indicated content-centered planning and instruction as prominent themes in the first year, and a focus on the academic diversity of students in the second. (Author/CR)

Describes a personnel-preparation program for unendorsed teachers of students with severe disabilities in Virginia. The program was designed to be inexpensive, to allow supervised application of content schools, and to meet state endorsement requirements for teaching those with severe disabilities. Evaluation results indicate participants were…

This review of 5 books, 21 articles, and 11 papers on general- and special-education collaboration found that the dominant culture of individualism and balkanization in higher education institutions, the lack of appropriate reward structures for collaboration, and contrived collegiality inhibit the development of collaboration. Characteristics of…

This study examined changes in the beliefs and practices of three special-education teachers over the course of their participation in a three-year collaborative literacy project. Results suggest that teacher change is a long-term process, evolving from an early focus on enacting activities to an increasing emphasis on changing the broader…

This study surveyed 146 recent graduates from special-education doctoral programs concerning the following: motivating factors for obtaining a doctoral degree, considerations when selecting initial careers, and the effects of marriage and family on those decisions. Salary, relocation factors, and prior career experiences strongly influenced…

Advertisements for assistant professors in special education were analyzed for requirements concerning five trends: (1) general-education curriculum and instruction; (2) inclusion; (3) collaboration among university faculty and school personnel; (4) collaboration among special- and general-education preservice faculty; and (5) a unified…

This study surveyed 214 secondary teachers of students with mild disabilities in Virginia concerning their perceptions of level of knowledge, involvement and importance of transition planning, and service-delivery activities. Findings suggest that teachers have gaps in knowledge and involvement in transition planning and service delivery.…