In the aftermath of the COVID-19 upheaval, special education professionals grapple with a seismic surge in student behavioral issues. The challenges are formidable, and the interventions available often fall short of making a meaningful impact. "Best Practices for Behavior Intervention in Special Education" steps in to assist the urgent…

Inclusive education remains a significant challenge in today's educational landscape, as K-12 classrooms and higher education institutions struggle to meet the diverse needs of all students. To address this pressing issue, "Developing Inclusive Environments in Education: Global Practices and Curricula," led by Kiyoji Koreeda, offers…

The majority of Alternative Route Certification (ARC) programs are designed to fill personnel needs in either a certain discipline (e.g., special education teachers) or in specific geographic areas (e.g., rural, urban). ARC programs provide access to a teaching credential by circumventing traditional preservice preparation. In general, ARC…

Service-learning continues to be utilized in teacher education programs. A salient feature of this form of pedagogy is the use of reflection. Many instructors and students struggle with the reflection process. Particularly, instructors are challenged to assess students' reflection entries. This article describes a guided reflection rubric that was…

This article introduces the papers in this theme issue on special education teachers' use of strategies. The article notes competencies that teachers need to master to become effective teachers of strategies, such as creating strategic environments and embracing a philosophy that facilitates independence in students. (JDD)

The author recounts his experience as a Fulbright Scholar in the Department of Special Education at National Changhua University of Education (NCUE) in Changhua, Taiwan, during the fall of 2003. Several aspects of his experience are highlighted, including teaching foreign college students, learning Mandarin, conducting workshops, and consulting…

This Australian study examined the emergence of collaborative processes when introducing co-teaching a unit of work into classroom practice. Six teams of regular and special educators at three primary schools (students aged 6 to 12 years) volunteered to systematically reflect on their co-teaching activities to design, implement, and evaluate a…

The supplement describes instructional alternatives for a curriculum module addressing stress reduction for rural teachers of special education. Designed to help teach the personal survival and development skills that special education teachers need to live and work in rural communities, the module helps teachers understand stress and its…

This study guide was specifically designed for individuals preparing to take the Georgia Teacher Certification Test (TCT) in hearing impaired. The test covers four subareas: (1) anatomy, physiology, and physics of sound; (2) audiological interpretation, etiology, and identification; (3) amplification, language, and communications; and (4) other…

Describes the use of dialog journals by deaf secondary students to communicate weekly with college students in a teacher education program. The experience provided the younger students with opportunities for meaningful writing, positive feedback, and improved writing skills. The prospective teachers of deaf and hard-of-hearing students were…

This module (part of a series of 24 modules) is on collaboration among school personnel in teaching handicapped students and using human resources in schools to develop responsive programs. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The…

Challenges faced by student teachers working with deaf and hard of hearing students are discussed, with suggestions for supervisors and mentors interested in making student teaching less stressful and more productive. Recommendations focus on reflective practice, pursuit of teachable moments, role clarification, and careful attention to the…

This handbook is intended for teachers who supervise special education practicum students in the K-12 special education program at the School of Education, the University of Colorado at Denver. It describes the processes, relationships, responsibilities, and skills students are expected to demonstrate during their practicum. Individual sections…

This study guide is designed for teachers preparing to take the Georgia Teacher Competency Test (TCT) in special education focusing on mental retardation. A list is provided of the content objectives for each subarea of the test: (1) special education core curriculum; (2) self understanding, careers, and life skills; (3) identification of the…

This study guide is designed for individuals preparing to take the Georgia Teacher Competency Test (TCT) in Special Education: Professional Knowledge. The three categories covered by the test are learning disabilities, behavior disorders, and special education. A description of the test format is provided, and suggestions are made for taking the…