Analysis of feedback provided by 40 teachers in self-contained special education classes serving learning disabled, emotionally handicapped, or educable mentally retarded students discerned no differences by type of handicap involved or in comparison to regular classroom teachers. Results raised questions concerning the appropriateness of…

Teaching style preferences of 157 teachers of gifted students were correlated with percent of time spent in teaching gifted children, years of teaching experience, and teaching level. Of the styles identified (Sensing-Thinking, Sensing-Feeling, Intuitive-Thinking, and Intuitive-Feeling), more experienced teachers revealed a preference for the…

The learning needs of blind and visually impaired children can be categorized into three groups: (1) needs met by adapting the curriculum; (2) needs met by changing the instructional methodology; and (3) developmental and educational needs unique to these students. (Author/CB)

Teacher competencies for elementary and special educators in classroom management and instruction from 33 studies are reviewed. The competencies reflect clear differences in how the disciplines generally view management and instruction, suggesting that elementary and special education are two different "educational cultures." (Author/SM)

Used naturalistic inquiry and context evaluation to examine work of three experienced teachers during a year's implementation of an inclusive kindergarten program involving children who are deaf or hard of hearing. Found that the two kindergarten teachers met about 50%, and that the special education teacher met about 70%, of recommended standards…

The Harlow Project is a special education teacher-training program established by the Department of Educational Psychology of Memorial University of Newfoundland. The project places student teachers in British schools for professional training. This paper describes the program's practicum experiences, student placements, field trips, guest…

Twenty-four resource room teachers were trained in either teaching Question-Answer Relationships (QARs) or traditional methods of reading comprehension instruction, including literal questions, locating supporting details, and drawing conclusions. Results indicated that QARs readily accommodated to content area reading material and elevated…

Seeking to strengthen preparation of preservice general educators for the realities of inclusive school settings, two special education teacher educators from different universities used content-based structured reflective log writing as an integral course requirement. Faced with teaching intensive course content within a limited time frame, the…

The Chapter 2-Carnegie Middle School Project was designed to develop educational programming and to provide appropriate services to advanced and gifted learners within the restricted middle school environment. This study examined the extent to which trained teachers could effectively implement advanced instructional techniques and curricula for…

This study seeks to determine whether first-year special educators use their knowledge of differentiated teaching strategies in their classrooms. It also seeks to understand what conditions within school systems support or hinder attempts by special educators to implement these strategies. Participants in the study included four first-year special…

In order to provide students training to teach handicapped learners with practice in acquiring and utilizing information about individual pupils in classroom situations, a guided design approach was implemented in a course on decision making that covered the major assessment techniques. A modified guided design book was written for the course…

The Rural Transition Teacher Preparation Project was designed to train rural special educators to be clinical instructors for the University of Utah's Department of Special Education. These trained educators then serve as delivery agents of courses designed to improve transition services to mildly and moderately handicapped students in rural…

Reports a study reviewing the status of social studies education within selected special education programs. Identifies factors effecting social studies programs in special education and argues the importance of social studies instruction for handicapped students. (AEM)

Three preservice teachers of students with severe disabilities were trained on systematic instruction skills, focusing on appropriate use of positive consequences and instructional prompts. Results indicated that immediate feedback was more effective with two student teachers and delayed feedback was more effective for the third. Teaching skills…

The article highlights the results of a Riverside County, California, project to assist special education teachers to develop expertise in strategy instruction. It describes efforts to overcome school/district obstacles to change, establish teacher support groups, and facilitate a reorientation in basic special education philosophy. (JDD)