Examines criticisms in gifted education from the perspective of a teacher of the gifted. Critical concerns about identification of gifted students and special programming to meet their needs are discussed as they affect classroom instruction. (Author/DB)

A strategy for managing an effective special services program in a small, rural school (Wilson Creek, Washington) is described. The approach is built upon the nucleus of a full time special education teacher who coordinates schoolwide services. Responsibilities of this position include assisting teaching staff in mainstreaming special education…

Attrition statistics were analyzed for the entire teaching population in Wisconsin from 1984-1988. Teachers with provisional certification were more likely to leave teaching than were fully certified teachers during the first 2 years of the study, but during the third year of the study, attrition rates were comparable. Attrition rates of special…

This compilation of selected codes of ethics was drawn up to apprise prospective and practicing classroom teachers, special education teachers, administrators, and counselors of the accepted ethics codes pertinent to their respective fields. Section one, for classroom teachers, presents the code of ethics of the National Education Association and…

A model is described that was developed to train future learning disabilities specialists to select and execute diagnostic prescriptive strategies. A series of flowcharts depict the diagnostic-prescriptive model from point of referral, specifying steps for the process in language and readings. The sequence of tasks illustrate critical decisions…

A cooperative professional evaluation system developed by the Southwest Cook County (Illinois) Cooperative Association for Special Education is described. The development of the system is outlined including writing of generic and specific job descriptions and determination of a philosophy of evaluation which identified the following purposes:…

Teachers of the visually impaired have a counseling role in helping students develop healthy self concepts. Teachers need to understand each of the phases of the adjustment process in response to either social stigma or vision loss. Among characteristics of the teacher-counselor are good interpersonal skills and realistic expectations. (Author/DB)

A seven-step procedure designed to direct and encourage inservice staff development presentations by special services personnel is described. Steps include needs assessment, analysis of logistics, development of objectives, arrangement for incentives, preparation of content/format materials, presentation, and evaluation. (Author/DB)

The article describes the collaborative process as defined in the special education literature and specific collaborative functions of the teacher of visually handicapped students (such as providing information, obtaining materials, acting as advocate). Finally it provides recommendations for effective consultation in the field. (Author/DB)

Networks of teachers working with gifted, creative, and talented students help participants overcome feelings of isolation, update skills and knowledge, and share information about successful curriculum innovations. The experience of a network in Connecticut is described with comments about geographical coverage, meeting schedules and agendas, and…

Based on a study of the differences between the way regular and special education teachers handle classroom transitions, this discussion suggests seven steps special education teachers should take to aid students in classroom transitions. A list of 24 different transition cues is included. (JC)

Describes a program in Dayton (Ohio) to train regular teachers, special education teachers, and school psychologists, counselors, or administrators to work cooperatively in planning the best mainstreaming situation for individual students. (Author/WD)

After briefly reviewing some research on the outcomes of mainstreaming, the author presents seven guidelines to the special education teacher for smoothing the mainstreaming process. (SJL)

The article describes a specific approach to guiding student special education teachers through their student teaching experiences. A student teacher activity sequence is presented, covering such areas as observation; guided participation; assessment; curricular skills; independent participation; evaluation; and interactions with parents, aides,…

The article presents an interview with Rosalie Dibert, the 1990 recipient of the Council for Exceptional Children's (CEC) Clarissa Hug Teacher of the Year Award. Ms. Dibert's views on special education as a career, trends in special education, and the role of CEC in her life are addressed. (DB)