The practice of inclusion is educating special education students in the general education setting alongside students without disabilities. This study sought to create an inclusive classroom that was receptive to the needs of special education students. Participants and data collected in Cycle 1 included an administration member, general education…

This article reports on findings from a research project on interdisciplinary collaboration between mainstream school teachers and special school teachers. The aim of the research project has been to examine the knowledge of special school teachers and how this knowledge can contribute to the development of an inclusive learning environment in…

This paper investigates quality assurance as boundary-making practices that establish and re-establish boundaries of a transnational education (TNE) partnership between an Australian and a Malaysian higher education institution. Drawing on practice theory we offer a conception of boundaries as enacted, shifting and performed by the multiple actors…

The purpose of this action research project was to increase the local educational system's capacity to teach to greater student diversity across all grades through the use of Photovoice and co-teaching. Teacher education programs in the United States have reflected a historical legacy of separation according to student achievement and were…

In Turkey, the number of students in mainstream education is increasing, and a support service does not exist even though mainstreaming has been implemented for many years. Therefore, within this system, many students with special needs are failing. Thus, there is a need for evidence-based research projects concerning the ways of supporting these…

As education continues to progress schools are constantly seeking innovative ways to cultivate and enhance achievement for all students. As a result many public schools are pushing toward the inclusion model. This model includes co-taught instruction to meet the many needs of special education students. This research study was implemented to…

This paper describes the process taken for a future action research project "the relationship of the general and special education teachers in an inclusive setting". The author observed that general education teachers made attempts to exclude students from "their classroom" who they felt "don't belong". For inclusion…

The federal mandates set forth by the Individual with Disabilities Education Improvement Act (IDEIA) and No Child Left Behind (NCLB) require an increase in inclusive education for students with special education needs in the least restrictive environment. This type of environment can be in a 'co-taught' classroom. Co-teaching is defined as an…

The passage of current educational legislation such as the "Individuals with Disabilities Education Act" (IDEA) and the more recent "No Child Left Behind" (NCLB) Act has increased the desire for greater inclusion of students with disabilities in regular classrooms. Serving the need of all students in inclusive classrooms…

Co-teaching is undertaken because students with disabilities are more likely to have their needs met if their supports are moved to the general education classroom. In co-taught lessons, a special educator and a general educator teach together in the general education classroom during some portion of the instructional day in order to accommodate…