In recent years, there has been an increase in paraeducator supports, in large part because students with low incidence disabilities are being included more frequently in general education settings. As a result, special education teachers have been given additional supervisory responsibilities related to directing the work of paraeducators in…

Following the development of inclusive education in vocational education and training (VET), the discussion about the prevention of marginalisation and dropouts has increased. At the same time, the formal education system has strengthened the position of support services, such as special educational needs (SEN) teachers, social workers and…

With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students' academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own…

Emotional and behavioural difficulties (EBD) in mainstream schools in Ireland attract much attention and significant resources, yet little research has been conducted in the Irish context about how this concept is understood by practitioners, what influences that understanding nor how that influences provision in schools. This paper is based on…

Redesigning teacher and leader evaluation systems has the potential to transform the teaching profession by ensuring that the highest quality of instruction is occurring in every classroom. However, as states and districts have rolled out new models of educator evaluation, questions have emerged concerning how best to fairly include all school…

Under federal guidelines, parents of school-aged children with hearing loss are required to attend an individualized education program (IEP) meeting on behalf of their child. However, it remains unclear how prepared hearing parents are to oversee development of IEPs that guarantee their children the best educational outcomes, as well as how much…

In this article, we discuss the views of 117 special education student teachers related to their oncoming profession in the framework of ecological theory. Together, 68 students from Sweden (26 special teachers and 41 SENCo students) and 49 from Finland responded to a questionnaire. We compared the respondents' thoughts about their future work…

It is paramount that teacher preparation programs continually strive toward the mission of preparing effective special educators. Through coursework and fieldwork, graduates must be well-informed professionals capable of improving student outcomes by understanding, selecting, and engaging in evidence-based practice (EBP). Evidence suggesting…

The ultimate goal for school psychologists, special education practitioners, and other professionals who work with adolescents with disabilities is to help students plan and prepare to transition from school to adult life with the skills and knowledge to live happy, productive, and fulfilling lives. This article describes how school psychologists…

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…

This chapter presents a synopsis of teaching students with disabilities and the qualities of schools that can enable effective teaching of all students, including those who have disabilities. A review of legal mandates that teachers must understand are outlined and serve as a framework encouraging interdisciplinary collaboration. This chapter…

Professional development is essential in supporting teachers as change agents to foster international educational reform. Arizona State University's Mary Lou Fulton Teachers College acknowledged its role in supporting visiting teachers from the Kingdom of Saudi Arabia in utilizing action research as an opportunity for professional development.…

Special education teachers work under more difficult, more intense, and more demanding conditions than mainstream teachers. Relations between teachers, pupils, and parents are more complex than in mainstream education due to the intensity, intimacy, vulnerability, and commitment involved. Teachers require special skills so they can practice…

"It's not the circumstances students bring to school that limit students' growth but their lack of opportunity at school," writes teacher consultant Deborah Wolter. In this article, she argues that a deficit mindset in education--particularly about students who are seen as struggling for linguistic, economic, physical, or academic…

This qualitative study utilized a semi-structured interview approach to better understand the experiences of general education teachers (n = 8) with the inclusion of special education students in the general education classroom. By gaining information about the experiences that general education teachers have with supports and services for, as…