The author holds the art of teaching blind people how to perform without sight among the highest callings which a human being may answer with his life. If at any time, through the authors own infirmity, or to fill a power vacuum, the day comes when he must become a mere executive, supervisor or administrator, he will remember that, no matter how…

The impact of P.L. 94-142, the Education for All Handicapped Children Act, on teachers of the deaf in residential schools, day schools, and self- contained or resource classrooms is analyzed. Considerations in the future of the law center on funding changes and the administration's efforts to deregulate it. (CL)

The article presents an interview with an elementary school educator who has taught in settings which include a regular classroom, self-contained special classes, and a resource room. (SB)

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)

Three sets of relationships directly affect the daily activities of a special educator regardless of job title, institutional affiliation, or specialty. These are relationships with the public, the union, and the profession. These relationships should be complementary and a source of support for educators attempting to improve special education…

Effective teachers of students with disabilities respond successfully to students' individual needs by ensuring that students understand the purpose of their activities, by presenting students with variety and choice, by encouraging them to reflect upon and review their learning, by making flexible use of time and resources, and by implementing…

Provides descriptive information about being a special education teacher. Profiles several teachers, describes a variety of disabilities, discusses pressures involved, and lists several agencies that can provide additional information. (JOW)

The essay is aimed at special education professionals in the early stages of their careers. It presents some basic tenets that can be the foundation for a professional philosophy, including issues of competition versus cooperation and notions of fairness. (Author/CL)

Asserting that special education teachers need improved competencies in both research processes and application, the authors make right recommendations, including that research competencies be integrated into existing course work and that undergraduate curricula should include basic instruction in using single-subject research methodologies. (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)

This paper argues the need to examine the images and responses evoked by labels applied to children, the field of special education, and those who work in the field. The paper considers whether these labels or names move the field toward its collective goal of delivering quality services to children and their families. (JDD)

The phrase highly qualified teacher does not mean what it used to, because its meaning is now completely associated with No Child Left Behind (NCLB) requirements. This seems to imply that experienced and effective special educators are now unqualified (or merely qualified) to teach students with learning disabilities. The author believes that the…

This article shares interpretations of an important piece of professional development in teacher education in Trinidad and Tobago, an initiative that came about because of the unique relationship between the Association of Special Education of Trinidad and Tobago (TASETT), the Teachers Union of Trinidad and Tobago (TUTTA), and the University of…

A rationale is presented for the development of specialized personnel preparation programs to train secondary special educators as employment training specialists and such a program at the University of Vermont is described. Philosophical and theoretical bases, as well as the roles and responsibilities of the employment training specialist are…