This study examined the teaching practices of Maria, a special educator who worked with students who had multiple disabilities, were nonverbal, and used augmentative and alternative communication (AAC). It highlighted the complex, interdependent, and dynamic nature of teacher knowledge, beliefs, and practices and evaluated what Maria knew and…

This text, one of two on the instruction of students with visual impairments, focuses on instructional strategies. The following 21 chapters are included: (1) "Creating and Nurturing Effective Educational Teams" (Irene Topor and others); (2) "Comprehensive Assessment" (Toni Heinze); (3) "Ongoing Assessments: Informal Techniques" (Carol Layton);…

This book is intended to provide special educators or teachers-in-training with realistic tools for effective collaborative working relationships. The text integrates practical exercises with discussion of relevant research. When used as part of an undergraduate or graduate course, the text offers self-assessment and environmental assessment…

For some time, leaders in special education have expressed the desire for a national overview of State certification requirements for teachers of exceptional children who, because of their limitations and their particular needs, require special help. This bulletin, prepared as a part of an Office of Education Study, "Qualification and Preparation…

Argues that many disabilities among children are increasingly attributable to environmental variables such as violence, poverty, toxic exposure, and family dysfunction. Notes that special education professionals have had primary responsibility for providing specialized services to disabled children and are uniquely qualified to provide resources,…

This article considers two policy initiatives that address the dilemma of increasing special education teacher numbers and improving quality: the No Child Left Behind law and the plan laid out in the National Commission on Teaching and America's Future policy blueprint. It then discusses teacher attrition and retainment strategies. (Contains…

This study examined 23 classroom teachers' perceptions of collaborative training meetings they engaged in with remedial reading or resource room teachers. Teachers engaged in "pull-in" teaching (in which specialists taught in general classrooms) reported more frequent collaborative meetings and greater learning of specific techniques…

An interagency team approach to planning and implementing successful school-to-work programs for students with disabilities is recommended. Roles of special educators, vocational rehabilitators, vocational educators, parents, and students are identified. Specific ways to counter such local obstacles as lack of transportation, lack of funding, and…

A study was conducted of 255 Chicago teachers (132 general, 91 special education, and 32 other school personnel) at elementary, middle, and high school levels to measure attitudes towards inclusive classrooms. Findings indicated the general education teachers were less knowledgeable about special education law, less skillful in working with…

Two portfolio projects were initiated at Montana State University to address the need for increasing teacher development opportunities in rural areas. Projects involved the use of portfolios to document and reflect on the teaching experiences of preservice special educators and general educators working towards special education certification.…

The field of special education has been consistently plagued with serious personnel shortages, high rates of teacher attrition, criticisms of inadequate teacher preparation, and questionable student outcomes. The recent focus on increased standards and improved student outcomes adds complexity to this situation. Of paramount concern are the need…

Effects of written information and weekly special educator contact on general educators in Seoul, Korea was examined. Special educators prepared a weekly newsletter to educate teachers on how to include children with disabilities in their classrooms for part of the day. Participants were 30 general educators and 300 nondisabled peers of the…

Inverness Research studied the American Museum of Natural History (AMNH) Seminars on Science program for eight years, from its inception in 1998 to 2006. This paper presents teacher survey ratings for Space, Time and Motion, along with profiles of three teachers who took the course. Course takers report on the annual follow-up surveys that Space,…

The Secretary issues final regulations governing the Assistance to States for Education of Children with Disabilities Program and the Preschool Grants for Children with Disabilities Program. These regulations are needed to implement changes made to the Individuals with Disabilities Education Act, as amended by the Individuals with Disabilities…

The federal No Child Left Behind Act of 2001 ("NCLB" or "the Act") defines an aggressive, ambitious and multi-faceted approach for increasing student achievement and closing the achievement gap. Premised on the correlation between student academic achievement and teacher quality, NCLB demands that all students, regardless of…