This paper explores practitioner perspectives on effective inclusion within a school environment. Inclusion within school settings is more than children with a range of needs, including special educational needs (SEN) being taught together within a classroom. It is important that a school community recognises the uniqueness of each child and works…

This supplementary document supports the Council for Exceptional Children's (CEC) Secondary Transition Position Statement by providing definitions of terms for students and youth with disabilities, as well as definitions related to: (1) Career Development; (2) Employment; (3) Collaborative Systems; (4) Student Skills; and (5) Policy. [For…

Best practice in the early childhood special education field supports the inclusion of young children with special needs in natural learning environments, that is, in programs where children without disabilities of the same age and their families participate. Consequently, early childhood teacher education programs must prepare professionals to…

The schools' inspection regime in England has shifted in recent decades from a focus on external assessment of practice to a scrutiny of external data and schools' self-evaluation, culminating in a normative system based on self-surveillance by school senior managers. This model of inspection (characteristic of the performative approach to public…

In 1977, a group of Massachusetts educators and administrators entered an agreement to exchange educational and instructional resources among themselves. This consortium now includes 7 public school systems and 11 agencies within the Greater Boston area, 5 universities, and 4 international schools outside the United States. School of Education…

The Southern Regional Education Board (SREB) member states are Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, and West Virginia. Working directly with state governments, academic institutions, and other related agencies, SREB does research and makes…

This integrated preservice/inservice teacher education program was planned by a multiagency cooperative group known as the Southern New Hampshire Staff Development Cooperative. This group includes teachers, school administrators, State Department of Education representatives, and college-based teacher educators. The program planning and…

This paper notes that the demand for qualified special education personnel, the problem of emergency certification, and other pressures have led to a growing interest in alternative routes to teacher certification. The school reform movement has intensified efforts to professionalize teacher education and to improve the quality of teacher…

This paper begins with a historical survey of cooperative arrangements in teacher education. It explains how the trend toward joint ventures in teacher education began in the late 1950s and early 1960s, and how, since 1968, a variety of arrangements have been developed to accommodate the need to work together. Partnership is defined as regularized…

Guidelines have been developed for a consortium approach to teacher preparation in a small college that may need some expertise and access to teaching materials which can be provided by local school districts and other agencies. This approach to the design, management, and evaluation of the program offers the opportunity to involve the schools…

For many years most colleges of education and the majority of school systems have held the belief that the preparation of teachers has been the responsibility of teachers colleges. However, we can no longer afford the belief that it is the sole prerogative of the university to prepare teachers. Both universities and schools must see each other as…

This booklet contains the report of a 2-year study committee representative of the teaching profession in New Jersey. Part 1 lists and briefly describes "Imperatives for Action," all of which focus on the need for greater statewide cooperation in the provision of student field experiences in working with children and youth. Several types…

In 2005-2006, students with disabilities comprised 9 percent of the student population in the United States, and English language learners comprised about 10 percent. Many of these students spend a majority of their time in the general classroom setting in elementary and secondary schools. Most teachers are initially trained through teacher…

Several nontraditional models for teacher education have been developed in Minnesota involving collaboration between state licensing agencies and school and college personnel. Two such efforts are the nontraditional preservice and inservice programs at the College of St. Thomas (St. Paul) and the beginning teacher mentor demonstration project in…

This book offers a collection of papers from a conference focused on various aspects of school/college collaboration, edited so as to form a coherent presentation. The papers are grouped into five chapters, each with its own theme. Chapter 1, on the nature of collaboration, aims to promote inquiry into research, theory, and application concerning…