This report describes a secondary mainstreaming program in Pine County, Minnesota, which successfully used a team approach and consultation between regular and special education teachers to adapt regular content-area classes to accommodate mildly handicapped students. (Author/JDD)

This article describes application of a collaborative service model for students with disabilities in a Minnesota middle school. The model delivers special education services in mainstream classrooms through curricula that are adapted, supplemented, and modified. The characteristics and role of the effective collaborating teacher are explored. (DB)

Evaluation of a metacognitive model designed to promote cooperative instruction among 10 regular education and 10 special education preservice teachers found slight changes in attitudes and perceptions. The model included opportunities for cooperative prelesson planning and postlesson evaluations by prospective teachers, and actual delivery of…

Ninety-two teachers participating in co-teaching responded to a survey and 12 of these teachers were subsequently interviewed. Results indicated: (1) general education co-teachers were perceived as doing more than special education partners in the inclusive classroom and (2) co-teachers who had access to identified collaborative practices,…

Teachers with (n=135) and without (n=185) experience coteaching in elementary classrooms that included students with mild disabilities were surveyed. Special education teachers in inclusive settings held the most positive views of inclusion, with regular teachers in inclusive classrooms reporting similar views. Regular teachers in traditional…

Interviews with, and classroom observations of, 17 teachers in Queensland (Australia) and Pennsylvania examined co-teaching approaches to provide support to students with disabilities in inclusive secondary classrooms. Co-teaching partnerships in both countries were dominated by content subject teachers with special educators in…

A high school pilot program is described in which 10 special education staff members provided services to 33 regular educators and 83 learning handicapped students in regular classrooms. Implications for defining the structure and service delivery of an effective program and the teacher competencies needed for successful implementation are…

To serve exceptional students effectively, all professionals involved must share responsibilities as members of a team. Other issues facing special education professionals include feelings of territoriality, opposition to mainstreaming, and strategies for change. (CJ)

Describes how a large urban university and K-6 classroom teachers collaborated to design an undergraduate teacher education program in elementary and special education, creatively combining subject matter curriculum with educational issues and pedagogy to better prepare teachers to succeed in diverse urban schools. The result was the team-taught…

This analysis of the changing role of the special educator to that of the inclusion specialist reviews the logic of these changes, presents results of research on the role of the inclusion specialist, analyzes the limitations of these changing roles, and presents an alternative view of professional roles in which teachers share the teaching of a…

The paper describes a program which replaced the "pull out" approach to providing remedial instruction to learning disabled middle school students with a "pull in" program characterized by participation of special education teachers in regular classes to facilitate learning for these students. The special education teachers help to modify the…

Inclusion of students with learning disabilities in regular education is explored as it relates to the in-class reading specialist. Issues discussed include the necessity for preservice and inservice preparation for assuming coteaching roles, the importance of personal empowerment of reading specialists, and the need for meaningful integration of…

Provides a personal perspective on the co-teaching relationship between a special education teacher and a social studies teacher. Discusses beginning a co-teaching relationship, implementing a social studies lesson with two teachers working together, identifying benefits, overcoming barriers, and evaluating student progress. Lists five options…

Adolescents with learning disabilities are not educated in a vacuum. Successful programming for these students involves many school professionals working together to integrate their programs for the benefit of students with learning disabilities. Collaborative teaming probably can best be described as an attitude rather than a certain way of…

This paper provides readers with an overview of the unique issues present in secondary classrooms and their impact on the practice of collaborative teaching between general and special educators. The authors focus on the changes that are occurring in secondary classrooms related to varied structures (such as block scheduling), higher standards,…