Teachers, administrators, and counselors throughout South Carolina were randomly surveyed to evaluate attitudes toward inclusion. One hundred administrators, 125 counselors, and 342 teachers responded. Philosophically, over half of counselors and teachers believed that students with special needs have a basic right to be taught in the general…

This report analyzes information received from 37 states and non-state jurisdictions related to the new provision in the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) that requires participation of general education teachers in the Individualized Education Program (IEP) process. Analysis indicates: (1) 15 of the states…

Andrew Wrenn describes his work with Barry Williams and the teachers of the history department at Ailwyn School (11-14 comprehensive), Ramsey in Cambridgeshire. Devoting equal attention to the "what" and the "how" of history assessment, he shows how this group of teachers developed a fresh approach to assessment out of the…

To support the integration of technology in the K-12 special and general education classroom, especially for students with disabilities, teachers must be experienced in the application of technology to curriculum. Professional development programs continue to provide opportunity, but often do not result in teacher proficiency in the integration of…

This paper briefly describes two projects--one in the United States, one in England--that studied professional learning communities (PLCs). Part I of the paper describes the two projects. The American project is called the Creating Communities of Continuous Inquiry and Improvement project. The purpose of this study was to document and examine…

A survey was conducted to investigate special education teaching conditions. A total of 246 special education teachers, 158 special education administrators, 110 principles, and 72 regular education teachers responded to survey questions that addressed the availability of appropriate materials, the provision of suitable physical facilities, the…

This report discusses the outcomes of a project that investigated elementary schools and classrooms that had a reputation for effective implementation of curriculum differentiation practices to meet the individual needs of high ability students. Using a multisite case study method, researchers conducted observations in classrooms and interviewed…

This paper reports on research to determine how a school's organizational conditions and conception of teaming relate to teachers' sentiments about their work. The study proposes that people shape their beliefs and actions in concert with the structures around them. Study participants were 42 teachers at four suburban middle schools that had…

This study explored how interns in an elementary Professional Development School (PDS) learning community experienced supervision through collegial interactions, conversations, co-teaching, and collaborative reflection with multiple mentors. Each intern was supervised by a Professional Development Associate who provided supervisory support for the…

A study investigated the effectiveness of a general education/special education collaborative teaming process on six elementary students, three with severe disabilities and three academically at-risk. Consistent implementation of the plans of support by team members was associated with increases in academic skills, engagement in classroom…

Discusses case studies of four Canadian schools that investigated successful ICT (information and communication technology) implementation. Highlights include just-in-time learning; supportive and collaborative relationships among teachers; teacher characteristics; student and teacher roles; resistance to technology; equity; and commitment and…

Investigated the effectiveness of and reactions to an alternative teacher education program for students seeking early childhood licensure who wanted to work with young children in inclusive settings. The program used a talent development model. Data from interviews, observations, artifacts, and focus groups indicated that the talent development…

Examined the perceptions of master teachers and student teachers regarding strengths and weaknesses of a Clinical Master Teacher program that empowered classroom teachers to be the main supervisor during the final internship. Surveys of and interviews with master teachers and interns indicated that the program was perceived as successful and had…

Interviews with cooperating teachers investigated their beliefs about the student teaching triad. Results indicated that in the power hierarchy, cooperating teachers were at the apex, student teachers were second in power, and pupils third. When university supervisors visited, they moved to the apex, with pupils out of the triad. The paper…

A case study of a sixth-grade boy with traumatic brain injury and behavior problems illustrates the use of an in-school action team to provide behavioral support. The team included special and regular educators, parents, a vice principal, and a member of a school-wide team with behavioral expertise. (CR)