Responses to a questionnaire indicated that special education teachers (N=85) consistently underestimated the positiveness of regular class teachers (N=131) in such areas as their willingness to teach handicapped students, their knowledge of where to obtain information about handicapped students, and their confidence about skills in implementing a…

The focus of this research was on teaching one generalization strategy, programing common stimuli, to special-education teachers so they could systematically gather information from general educators and use it to program for generalization. Results indicated that training increased the percent of common stimuli information teachers gathered.…

Discusses uses of tape recorder as an accommodative technique for mainstreamed learning disabled students in content-area classes to address some problems encountered by regular classroom teachers. Four major types of use discussed are taping lectures, textbooks and other reading assignments, and paraphrased material, and preparing lecture…

A format developed at the University of Illinois is presented, to facilitate joint planning (by vocational teachers and special education teachers) of lessons that will be successful with special-needs students in regular vocational education classrooms. (AJ)

This study surveyed 10 regular and 10 special educators at a South Bronx, New York, community school regarding their attitudes toward including students with disabilities into general education classrooms. Teachers discussed whether they would volunteer to work with an inclusive program, what they considered the positive and negative effects of…

Compared special education and regular education college students to identify teacher traits needed to deal with special needs students in the regular classroom. Results showed special education majors have stronger affiliation needs and regular education majors have higher achievement needs. Suggests characteristics needed by teachers dealing…

Suggests that special education is actually a thoroughly good ordinary education, in which the teacher adapts teaching methods to fit each child's learning capacity. Discusses mainstreaming approaches characterized by success structuring, individualized educational plans, and behavior management programs. Includes 12 references. (SV)

This article examines the role of the support and advisory teacher in serving handicapped students in the British educational system. Stressed is the process of developing a positive profile so that teachers perceive the support staff positively. A model of varieties of credibility is applied to the support teacher's role. (DB)

Twenty-eight regular and special education teachers surveyed indicated that they would like to teach more social skills but were constrained by limited resources and training. Teachers preferred proactive approaches over reactive responses and were about evenly split between wanting to conduct social skills instruction as a discrete content area…

Instructional strategies for special education and vocational teachers integrating special needs students into vocational classes include (1) clinical teaching that tailors learning to individual learning styles; (2) environmental and curricular modification; (3) direct instruction; and (4) individualized instruction. (SK)

As more students with disabilities move into mainstreamed classroom settings, the role of special educators has shifted from direct instruction to more indirect support of classroom teachers. This article discusses definitions of consultation, the consultation process, consultation models, and situational factors in consultation. (JDD)

Data from 162 special education teachers and 31 administrators in restrictive placements for students with serious emotional disturbance (SED) found that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict reintegration rates of SED students into less…

A survey of the perceptions and opinions of 381 special and regular educators found that pullout programs are favored over Regular Education Initiative implementation for elementary students with mild disabilities. Survey data were analyzed into 14 categories such as teachers' responsibility and ownership, teacher preparedness for meeting student…

Special education teachers (n=158) of students with severe disabilities indicated that they believed that friendships between their students and nondisabled peers are possible and beneficial to both and that such friendships are more likely when students are partially mainstreamed. However, teachers felt that functional skills are better developed…

The perspectives of general and special education teacher educators, who are nationally recognized for their work in the areas of learning disabilities, inclusive education, and teacher education, were explored. Study participants were asked to reveal how the inclusion of students with learning disabilities has impacted their professional lives in…