Parent-teacher action research (PTAR) empowers both groups to define their own problems and collaborate on solutions. Schools with PTAR teams have developed mutually respectful working relationships that can positively influence children's learning. (SK)

The 21 urban research universities that are members of the Great Cities' Universities (GCU) annually enroll approximately 20 percent of the students in the United States who are preparing to teach in K12 urban schools. This study examined the experiences of GCU-sponsored, school-university teacher preparation partnerships in Atlanta, Houston,…

Benefits of collaborative learning as achieved in peer tutoring approaches are considered, and the suggestion is made that partner learning may be just as beneficial for disabled and normal adults as it is for children. Research is reviewed on the benefits of partner learning for all parties involved: for the tutee (increased individualized…

The paper presents a rationale for involving parents of handicapped children in the multidisciplinary team process and offers suggestions to facilitate the involvement. Parental rights guaranteed by P.L. 94-142, the Education for All Handicapped Children Act, are summarized. Advantages of parent involvement include increased understanding of their…

The teacher's role in creatively and effectively involving school volunteers in educational programs is spelled out in this guide. After explaining the value of volunteers to schools, teachers, and students, the booklet suggests and expands on 12 steps teachers can take to obtain full value from volunteers: (1) assess teacher and classroom needs,…

The potential of multidisciplinary teams to control for possible errors in diagnosis, classification, and placement and to provide a vehicle for ensuring effective outcomes of diagnostic practices is illustrated. The present functions of the school-based multidisciplinary team (also called, for example, assessment team, child study team, placement…

The author recommends the use of a multidisciplinary team approach to language facilitation with mentally handicapped children. The role of the team in developing communication skills in the child is discussed, and a model of communication with three principle components (linguistic aspects, paralinguistic aspects, and interaction management) is…

The author recommends that special educators reject an analytical view of parents and explore strategies for equal status teamwork. Suggestions for normalizing the special educator's relationship with parents are included. (Author/SBH)

The article reviews curriculum areas, team roles and approaches, and the transdisciplinary approach in developing individualized education programs for physically handicapped students. (CL)

Proposes a clinical approach to supervision that would involve teams of supervisors made up of persons from the central office and from individual schools. Members of the team should become more comfortable and skillful in working closely with teachers in instructional matters. (Author/IRT)

A systematic approach for implementing a comprehensive career education program at the individual school level is described. The advantages of using the Career Activities (CAT) System are presented. (Author)

This district's method of obtaining closure, teamwork, and consistency within the administrative team is by a realistic, team-developed, "position papers" process. (Author/IRT)

The author points out the problems with the consultant model as proposed in P. Newcomer's article (EC 100 217), and stresses the need for the special education resource teacher to work toward developing collaborative relationships (which offer an active rather than reactive approach) with other instructional staff in the schools. (SBH)

This interview explores William Glasser's ideas about educational relevancy and students' needs for belonging, power (feeling important), freedom, and fun. Glasser advocates learning teams and control theory to help students determine their needs and explore alternative choices for satisfying them. Schools cannot succeed at teaching the basics…

Questionnaire data from 276 directors of special education and a review of state plans revealed variations in personnel on evaluation teams, variability in the number of evaluation team members among states, and an apparent reluctance on the part of states to require participation of parents or particular professionals on the multidisciplinary…