Coteaching is an inclusive practice used to provide students with disabilities the opportunity to learn alongside their peers in the general education classrooms. Two certified teachers (general education and special education) deliver substantive instruction to a heterogeneous group of students in the cotaught classroom. However, there were…

A qualitative study of the impact of a school-university partnership in which eight teacher candidates from a two-year graduate program were placed together in a poverty level middle school was conducted. Teacher candidates in this particular program receive a master's degree, as well as a teaching license in their content area and special…

The merging of the fields of special education and mathematics was never meant to be a recent phenomenon. The true intention of the Individuals with Disabilities in Education Act (1975) was for students with disabilities to remain in the least restrictive environment. However, because mathematics is a content area with the greatest dependency on…

With pressures from NCLB intensifying due to low test scores in subgroups including special education, the authors' district, like many others, approached students not as individuals but as rigid categories: "poor," "Hispanic," "African American," "disabled," or "regular"--a category particularly insulting to any student not included in it by…

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…

Instructional strategies make a difference in whether students are engaged in learning and are profiting from their time in class. High schools, technology centers and middle grades schools are encouraging teachers to adopt new teaching techniques and are providing opportunities for teachers to work together to improve their instructional skills…

At a Virginia middle school, the Collaborative Teaching Project was established to increase overall student achievement and attitude levels, while providing teachers skilled at delivering instructional programs to children with a wide variety of instructional and personal needs. Program objectives were built around student outcomes, staff…

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…

Describes a pilot program in which university faculty and school personnel of a nearby middle school cooperate to prepare preservice teachers for teaching in inclusive classrooms. Describes how the program began, the course content, the importance of observation for preservice students, using classroom teachers as models, and adaptations in…

Describes how a seventh-grade teacher and a special education teacher team-taught three divisions of language arts and reading. Discusses lesson planning, behavior problems, outside support, and significant gains. (SR)

A special educator and speech and language pathologist made inclusion and collaboration a reality in middle schools. They stopped delivering services in self-contained classrooms and started meeting students' needs in regular classrooms via team teaching. The changes eliminated labels and stigmas and fostered higher self-esteem and success. (SM)

This book provides teachers with practical information for managing their work both in and out of the classroom. Highlights include advice on more than 80 subjects, book suggestions and games for the classroom, suggestions to help veteran teachers stay motivated and avoid burnout, and tips for new teachers on the first day and first week of school…