A special education professor left his university post to return to the classroom as a substitute teacher. Although it was a difficult experience, he acknowledges its benefits in giving him a "real world" perspective. (CL)

Teaching improvement activities in special education are justifid on the bases of physical and psychological criteria. Conceptually, three teaching modes are identified. Alternative sources of empirical data and uses of evidence regarding teaching are described. (Author)

Discusses the trend toward integrating special education and general education teacher preparation programs. Advantages and disadvantages are assessed, including the risk of all teachers becoming generalists without expertise and the shortage of special education teachers. Also addresses the need for the continuing education of teachers. (CR)

Describes a new feature in "Teacher Education and Special Education" that will focus on contemporary research, policy, and practice in teacher education, which is designed to encourage a high level of discourse about pressing teacher education issues that affect the preparation of special- and general-education teachers. (CR)

Discusses the shift in special education teacher preparation programs from a medical orientation and a focus exclusively on the child, to a focus on the whole system in which the child functions. Highlights the need for special education teachers to work with communities toward more inclusive environments. (CR)

Discusses three major needs in special education teacher preparation: (1) developing coherent teacher education programs in special and general education; (2) preparing teachers so they understand the assets represented by student diversity; and (3) figuring out what collaborating special education teachers need to be prepared to do. (CR)

A high school special education teacher by day, who also prepares future regular education teachers at a college at night, provides her perspective on special education and regular education teacher collaboration. The need to prepare regular education teachers to work with special educators and students with disabilities is discussed. (CR)

This paper critiques England's teacher in-service training program, called Grants for Education, Support and Training (GEST.) The paper notes that funding is only available for national priority areas and argues that the impact of this approach is leading to a lack of necessary training for special education teachers. (JDD)

Concentrated programs are needed to develop vocational teachers' competencies in creating, implementing, and evaluating individualized education programs. Further program improvement in teacher education might include emphasis on the development of a teacher's handbook, preservice teacher preparation programs, inservice teacher training programs,…

Focuses on introductory courses in special education teacher preparation and the need to include systematic presentation of highly current topics, events, and interrelationships from factor fields, including economics, sociology, law, government, ethics, politics, and medicine. Discusses the need to assist beginning students in making analytical…

This article identifies classroom resources recommended for beginning special education teachers. Resources are grouped into six categories: (1) developing professionalism; (2) basics for effective instruction; (3) academic instruction; (4) cognitive-behavioral instruction; (5) behavioral management; and (6) classroom extras. Resources include…

Explains the lack of connection between the knowledge base that exists to improve the education of children with disabilities, and the practices of districts and professionals. Discusses the lack of teacher preparation and the difficulties that veteran teachers have in finding the time and energy to implement best practices. (CR)

This commentary responds to several issues raised in a critique of a paper on cooperative professional development. Issues include facilitation of knowledge exchange between special and general education teachers, potential politicization and competitiveness in cooperative professional development teams, and accountability of cooperative…

In a letter to a student with disabilities who is included in mainstream education, a school psychologist shares issues, concerns, and insights about their year together. The letter examines what this student taught school personnel and peers and explains that inclusion is nothing more than quality education for all students. (SM)

Examines the ways roles and responsibilities change when schools include students with disabilities in general education classrooms. Because there is considerable overlap in effort between inclusion and restructuring when schools commit to democratic change, improving educational practices for students with special needs implies improvements for…