Being self-determined means acting or causing things to happen by setting and taking the steps necessary to achieve one's goals. Teaching self-determination skills has been linked to enhanced academic outcomes, improved transition knowledge and skills, employment, and increased community access. Almost every state or local education agency has…

In this article, the authors present two models of intensive instruction for students with and without disabilities who are having difficulties with Response to Intervention (RTI) currently in practice (Tier 1: general instruction that all students receive in mainstream classrooms, and Tier 2: programs often involving small group instruction). The…

As educational leaders continue to struggle with the "Highly Qualified Teacher" mandate of the No Child Left Behind (NCLB) legislation, many are turning to co-teaching models that are designed to incorporate regular education and special education teachers into the same classroom to deliver instruction. This model appears to address the…

Coteaching involves 2 certified teachers: 1 general educator and 1 special educator. They share responsibility for planning, delivering, and evaluating instruction for a diverse group of students, some of whom are students with disabilities. In this article, the authors review models of coteaching and the research base for coteaching and describe…

This article presents an infusion model for integrating social and behavioral skills into the general curriculum for students with disabilities and presents the "Violence Is Preventable" project (Washington State) as an example. Discussion includes available curricula on school survival and social skills, the instructional model, and…

Describes the enrichment perspective, an alternative or supplementary approach formulated in Norway to the diagnostic-therapeutic model of special education. The enrichment perspective is a strengths- and ability-based model that involves assessment of what both the child and school can do as the basis for adapting learning environments. Examples…

This article provides a new definition of collaboration within the context of gifted education and expands on the utilization of coteaching as a collaborative strategy. Five models of coteaching developed for teaching students with disabilities were adapted and examples of their use with gifted students in inclusive classrooms are provided.…

Describes successful practices for the socialization of students with and without disabilities in the general education classroom. A model of inclusion conducive to establishing positive interactions and communication among students with and without disabilities is presented. Effective intervention strategies involving the relationship between two…

This report describes a training program designed to assist 15 Southeastern states in preparing quality early intervention personnel to serve young children with disabilities and their families. The goals of the project are described, including: (1) increasing states' progress in implementing the personnel preparation component of Part H of the…

This final report describes activities and accomplishments of a federally supported four-year project to enhance and implement an innovative model for interprofessional preservice training of early childhood intervention personnel. The New Scripts model is specifically committed to three areas of personnel development: supporting opportunities for…

This brief paper describes the Circle of Collaboration approach at one elementary school in Utah that is focusing on development of an inclusive school for all students and implementation of a program (Balance Literacy) to enhance students' reading skills. Balance Literacy incorporates phonemic awareness, phonic instruction, fluency, vocabulary,…

This paper describes and validates a model of teaching in early elementary grades that infuses the self-determination skills of problem solving and goal setting into existing curricula and programs. Use of the "Self-Determination Learning Model of Instruction with 5- and 6-year-olds found the model effective in identifying student interests,…

Using a teaching case based on an actual experience of a first-year resource teacher, this article explores several issues related to the effective and efficient implementation of collaborative models. It examines forms of collaboration; skills, qualities, and competencies needed; barriers and facilitators; and potential benefits. (JDD)

This final report describes activities and findings of a 3-year federally supported outreach project, which was designed to replicate a developmentally appropriate interactive technology literacy curriculum model into early childhood special education programs serving children (ages 3-6) with mild to moderate disabilities. Major goals focused on…

This article offers special educators in early childhood education with guidelines for accommodating variables such as acculturation, preferred interactive and learning behaviors, sociocultural experiences and resources, and language usage and proficiency. Four intervention models (full bilingual, dominant language bilingual, modified single…