Teachers represent the largest school impact on student learning, yet the national professional teacher workforce has been described as inadequately prepared to meet the academic, linguistic, social, and other educational needs of the majority of the nation's public school student population. Moreover, youngsters from diverse linguistic, cultural,…

With more than half of children with disabilities being educated in the general education classroom, and with federal education law requiring improved learning outcomes for these students, preparing general education teachers to work effectively with all students is critical. This report on teacher certification requirements in the nine Northeast…

This article highlights major points of each of the articles in this special issue on the research to practice gap in special education. It then considers some broader implications, especially the need to foster and establish collegial networks to counter the isolation in which many teachers currently work. (Contains references.) (DB)

Focuses on teacher variables that account for the lack of initiation and continuation of research-based instructional strategies. Highlights teachers' overarching conceptions of teaching, subject-area knowledge, and sense of self-efficacy. Recommendations for promoting teacher self-efficacy are provided, including training teachers to deal with a…

Recent initiatives such as PL99-457 and Individuals with Disabilities Act (IDEA) require school psychologists to broaden their knowledge base in areas critical to problematic development in early childhood. This mini-series is designed to assist school psychologists in provisions of collaboration with other health professionals to enhance efficacy…

This fact sheet describes the role of the transition specialist, an individual who plans, coordinates, delivers, and evaluates transition educational services at the school or system level, in conjunction with other educators, families, students, and representatives of community organizations. It summarizes the competencies for transition…

Suggests links from research to practice in key areas of inclusive early childhood education including teachers' knowledge base and beliefs, communication, physical environment, activities and materials, social interactions, and curriculum and instruction. (DB)

This article argues that multicultural education is a powerful and necessary tool for preparing future general and special educators to provide services to students with disabilities from culturally and linguistically diverse backgrounds. It presents ideas for educators willing to assist multicultural learners in maximizing their fullest potential…

Focuses on the challenges educators have encountered in translating comprehension-strategies instruction research into workable, school-based interventions and, ultimately, into classroom practice. Research indicates teachers worry about the feasibility, fit, and scope of comprehension-strategies instruction. The need for technical and conceptual…

This study of the knowledge bases of education began with a "meta-review" of the research literature in special and regular education and identification of specific learning variables. The effort focused on determining the extent that special and regular educators work from common bases of knowledge and the degree of appropriate merging during…

This paper discusses provisions of the Individuals with Disabilities Education Act of 1997 (IDEA) and suggests strategies for maximizing existing resources in rural settings to meet the requirements of the law. The purposes of this paper are to: (1) discuss personnel preparation data relevant to ensuring that all individuals possess the necessary…

This article focuses on the role of the special educator in an inclusive school. It reviews the development of a special education knowledge base and specific schools' change to an inclusive service delivery model. The information indicates special educators' roles include instruction, assessment, curriculum, leadership, and record keeping.…