During the mid-1990s, members of the global education community issued the Salamanca Statement that described inclusive schools as effective educational environments that also combat discrimination. Since that time, considerable progress has been made in moving students with disabilities from separate placements to inclusive settings. In the USA,…

This dissertation provided an examination of the views and perspectives of special education teachers at the middle school level as they engaged in support and services for students with disabilities in the inclusion classroom. The intention of this study was to examine the concerns of these teachers as they give support to students with…

Co-teaching and various forms of team teaching are common in today's schools but have rarely been viewed in relationship to supporting novice special education teachers. Personal compatibility is consistently reported as a key factor in the success of co-teaching. Special educators who co-teach often take a backseat role in the general education…

This study examines the collaborative practices between three sets of special education and English/Language Arts teachers involved in the co-teaching of inclusive classrooms--classrooms consisting of both general education and special education students (SWDs). The study took place in two middle schools in two different school districts in New…

In classrooms and schools across the United States, educators struggle to meet the requirements of standards-based reform that was enacted by federal legislation. Secondary schools can use coteaching with mixed-ability groups of students to meet increased curriculum demands and provide mandated strategies and accommodations for students with…

Discusses experiences of team teaching a sixth grade collaborative mathematics class that included special needs students. Discusses class assignments and the use of portfolio grading, and the success of special needs students in completing homework and working collaboratively. (JPB)

Presented are eight brief articles written by regular and special education teachers and administrators on secondary learning disabilities programs and issues in the Madison, Wisconsin Metropolitan School District. (MH)

As an alternative to a pullout program, Ardsley (New York) Middle School implemented a collaborative/integrated special education program for grades five through eight. Each interdisciplinary team has a communication arts, social studies, math, and science teacher, as well as a special education teacher and a teaching assistant. Additional support…

Discusses the inclusion of students with special needs into the team-taught middle school environment. Notes existing middle school factors supporting successful inclusion and additional support needs, teaching models for the inclusive classroom, grouping practices, cooperative learning, peer tutoring, multiple intelligences, instructional…

A focus group of 5 general education schoolteachers from one rural middle school in Hawaii was conducted to investigate their perspectives on the unintended effects of including students with learning disabilities. The general education teachers were asked how the inclusion of students with learning disabilities had impacted (a) their professional…

Describes an assistant professor's experience teaching two eighth-grade classes: a self-contained group of students with learning and emotional disabilities and an English/social studies class that mainstreamed disabled students and used a team-teaching approach. Advocates "pull-ins," or putting children into special programs and…

Discusses the experience of including a deaf and academically delayed student in a middle school classroom. Notes the team teachers' and students' efforts to modify instructional and social situations to benefit all students, including modifying assignments, participating in class activities, using the community as a classroom, and assigning…

Collaborative teaching offers one strategy for combining efforts of special and regular educators to provide a strong education for all students and avoid special-needs students' isolation from peers. Staffing and scheduling may be a problem at secondary level. Collaborative models require teachers' clear understanding of respective roles,…

This paper presents a systematic approach for implementing a middle school collaborative model for the delivery of service to students with mild disabilities, with instruction by one special education teacher and one general education teacher in a single classroom. Components of the model, from program design to replication, are discussed. (JDD)

The monograph describes the co-teaching program in the L'Anse Creuse (Michigan) public schools, implemented at Middle School South, in which regular and special education teachers are paired to provide academic support to mildly impaired middle-school special education students within the regular education classroom. The program currently includes…