Special education law has mandated that students with disabilities be served in the "least restrictive environment" possible. This often takes the form of an inclusive classroom, or a general education classroom where students with disabilities learn alongside their non-disabled peers. In some cases, inclusive classrooms are co-taught by…

Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and English language learner (ELL) specialists. Most evaluation systems focus on student achievement and teacher practice; however, few systems have the capacity to differentiate among specialty area educators, address…

AN EVALUATION OF THE CURRICULUM AND ORGANIZATION OF THE BLOOMINGDALE SCHOOL FOR TRAINABLE CHILDREN, WORCESTER, MASSACHUSETTS, WAS MADE BY A COMMITTEE INCLUDING TEACHERS, THE PRINCIPAL, AND AN ADMINISTRATOR OF SPECIAL EDUCATION. FOLLOWING A SURVEY OF THE LITERATURE ON TEAM TEACHING OF THE HANDICAPPED, THE SLOVER SCHOOL, FONTANA, CALIFORNIA, WAS…

Discusses team-teaching or coteaching in the special/regular education integration approach. Describes the development of integration approaches, the limits of the consultation model, the restructuring demands of coteaching, barriers to implementation, advantages to the approach, and 10 suggestions for developing coteaching in schools. (JB)