In a recent themed issue of "Journal of Teacher Education" ("JTE" 63.4) about issues of disability, diversity, and teacher education, guest editors Marleen Pugach, Linda Blanton, and Lani Florian (2012) invite readers to participate in "honest, difficult, and much needed dialogue across the many diversity constituencies in teacher education" (p.…

In this paper we argue that special educators have a critical role to play in supporting children from diverse communities at times of vulnerability, which are created by the distance between the demands of the school context and the child's cultural context, and that increase the likelihood for school failure and for referral for or placement in…

The author reviews issues related to grading learning disabled students that may cause problems between special and regular education teachers. He suggests that too many regular teachers have confused and arbitrary grading policies and that a pass/fail approach may be a wiser alternative. (CL)

To make mainstreaming a functional process, the cooperation, support, and shared expertise of both vocational educators and special educators are required. (SK)

The article examines the roles of special educators in providing a variety of support services in mainstream settings including as support facilitator, specialist, professional peer collaborator, as part of a mainstream/teacher assistance team, and in cooperative teaching. (DB)

Research on competencies needed by regular and special education teachers to enhance the integration of handicapped students is reviewed, and found to be limited. Changing roles and perceptions of regular and special educators are noted, as are findings of inservice attempts to develop mainstreaming skills. (CL)

Present systems of accountability, which require excessive paperwork and force teachers into the "Directive Teaching Model," cause special education teachers to be accountable to the system rather than to self-actualization needs of students. Special education teachers must have the freedom and training to create "unique"…

Special educators cannot afford to alienate regular teachers, for to do so is perhaps to win the battle and gain a few minor concessions for specific exceptional students, but lose the war in terms of teacher receptivity to mainstreaming. Change should be gently nurtured rather than abruptly forced. (Author)

A Wisconsin model called Designated Vocational Instruction establishes linkages among vocational and special educators, guidance and administrative personnel, adult support agencies, parents and students. Its goal is to help students with special needs learn entry-level job skills and competencies. (Author/JOW)

Three teachers are portrayed: a vocational teacher in a work experience program for disadvantaged high schoolers, a physical education teacher who teaches swimming to developmentally disabled students, and an education professor who assumed a teaching position in a mainstreamed class. (CL)

The article briefly reviews the literature comparing group and individualized instruction and suggests ways special teachers who work on an individual basis with mild to moderately handicapped students can promote transference of independent work habits to the larger classroom situation. (DB)

Mainstreaming will increase the responsibilities of teachers, many of whom have little training in teaching the handicapped. A new relationship must be developed between regular and special educators. Special training and support services should also be supplied for teachers. (RLV)

The seminar examined integration of blind children into regular primary schools in Argentina through defining the functions of the "integrating teacher" and the classroom teacher, specifying components of educational planning for the integrated blind child, and evaluating the importance of inter-institutional actions on integration. (DB)

The development of teaching strategies, communication, and conferencing skills through microteaching and simulation are emphasized. Feedback is provided at several interaction points. The design for university training parallels the resource/consultant teacher program implemented in many schools. (Author)

Presented is a statement developed by the Illinois Council for Exceptional Children on how the special child will be affected by competency testing. Possible objections to minimum competency testing for the handicapped are discussed, as is the meaning of a high school diploma today. (KC)