In April 2011, the Journal of Staff Development (JSD) published "Lessons from Bhutan: Embrace cultural differences to effect change" (Levine, Telsey, & McCormack, 2011), which described the experiences of several U.S. educators who learned their own transformative lessons while leading professional learning in special education…

A model of classroom-based staff development for teachers at the high school level is described. The program incorporates the consulting teacher model and uses three kinds of inservice training: courses, consultations, and workshops. (JN)

To create inclusive schools, all staff members must change the way they view education, including changing paradigms of teaching and learning, teacher support, and staff development practices. Five recommendations for helping schools become inclusive focus on staff development, shared beliefs, planning time, flexible scheduling, and innovative…

The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…

In a letter to a student with disabilities who is included in mainstream education, a school psychologist shares issues, concerns, and insights about their year together. The letter examines what this student taught school personnel and peers and explains that inclusion is nothing more than quality education for all students. (SM)

Discusses ways for school districts to implement successful inclusion using various staff development methods that can be tailored to individual needs. The paper explores issues unique to inclusion that demand individualized approaches, offers a model for developing staff development activities, and presents an example of one district's successful…

This article discusses ways in which an individualized and collaborative model of staff development can prepare both general and special education teachers to make instructional adaptations to meet the needs of mainstreamed students. Expert systems can support individualized staff development and aid in placement and followup of mainstreamed…

This study examined the role of staff development in implementing full inclusion in three rural kindergartens. Participant interviews, observations, and document reviews over seven months indicated that staff development must be closely linked to teacher concerns regarding inclusion, and teachers must perceive the interventions as providing things…

Educators from the Baltimore City Public Schools and the Houston Independent School District describe how they implement inclusion and the role of staff development in the process. The Baltimore district describes its consulting teacher model, which supports inclusion from the inside out. The Houston district offers strategies for districts…

Describes how a task force of parents, teacher educators, and community agency and public school personnel were supported in the inclusion process through a one-year Institute on Inclusion. The paper examines this adult development effort, noting that surveys of participants indicated that effective development increased their comfort level with…