Resource teachers are offered six suggestions to increase the utilization of their consultation services by regular teachers. Suggestions include being a good listener, offering alternative suggestions, planning a follow-up meeting, encouraging informal contacts, and sharing information. (DB)

The seminar examined integration of blind children into regular primary schools in Argentina through defining the functions of the "integrating teacher" and the classroom teacher, specifying components of educational planning for the integrated blind child, and evaluating the importance of inter-institutional actions on integration. (DB)

The role of the special educator in collaborative consultation with regular educators is discussed in terms of problems in the practice of consultation, consultation as a mutual and reciprocal schoolwide activity, consultation as a facilitative process, consultation as a routine professional role, and the language of consultation. (DB)

This article offers basic suggestions for the regular classroom teacher whose class includes students with disabilities. It covers attitudes and beliefs, services and physical accommodations, school support, collaboration, instructional methods, a sample scenario illustrating collaboration, and a list of suggested resources. An annotated…

This article chronicles a teacher's journey from resource teacher for students with learning disabilities (LD) to novice inclusion teacher and then expert inclusion specialist over a 7-year period. It concludes that the teacher's interpersonal and communication skills are most important, although skill at anticipating student difficulties and…

The purpose of this study was to investigate teachers' attitudes towards inclusive education in Jordan, and the factors that influenced such attitudes. Qualitative research was used to gather information from all general education and special education teachers. The sample consisted of 90 teachers at 7 schools. The results of this study showed…

To determine how many emotionally disturbed (ED) Iowa students were reintegrated into regular classrooms, by what criteria, and by whom, a study of ED teachers from 76 public school programs serving this population was undertaken. Results of the questionnaire showed that 85.5% of respondents worked in school districts with over 3,000 students,…

Outlines the needs of the visually handicapped student and the responsibility of the provincial departments and local school districts in providing those needs. Discusses the role of the itinerant teacher and the kind of knowledge teachers must be taught in schools of education in order to mainstream the visually handicapped student. (RK)

The background needed in mathematics and other academic areas for the special education trainee to aid in employment and successful teaching is discussed. (JT)

The author defines mainstreaming and discusses how business education teachers and special needs instructors can work as a team on instructional and materials adaptation to meet the special needs of students. (CH)

The purpose of this paper is to explore whether a similar a line of reasoning holds true for special educators. Though critical teacher shortages in the area of special education remain an ongoing problem in the United States (Billingsley & McLeskey, 2004; McLeskey, Tyler & Saunders Flippin, 2004), little work has been done on the teaching…

Discusses ways that the special education teacher can prepare the classroom teacher, the handicapped student, nonhandicapped peers, the parents of both types of students, and administrators for the mainstreaming experience. The author's advice is summarized in a one-page checklist. This article is part of a theme issue on mainstreaming. (SJL)

The development of teaching strategies, communication, and conferencing skills through microteaching and simulation are emphasized. Feedback is provided at several interaction points. The design for university training parallels the resource/consultant teacher program implemented in many schools. (Author)

Presented is a statement developed by the Illinois Council for Exceptional Children on how the special child will be affected by competency testing. Possible objections to minimum competency testing for the handicapped are discussed, as is the meaning of a high school diploma today. (KC)