Describes the Planning Pyramid, a framework to help regular and special education teachers cover required curriculum while modifying learning requirements to meet individual differences. The pyramid's base represents "what all students will learn," the middle portion "what most students will learn," and the top portion "what some students will…

This article provides a consistent framework through which educators may better identify and serve gifted and talented students by revisiting the dynamics of the Schoolwide Enrichment Model (SEM) in relation to student achievement. Delivery and structural and organizational components of SEM are discussed, along with research supporting the model.…

Educational technology should be a tool used for learning but should not become more important than the learning itself. Six criteria for the effective classroom use of technology include determining whether the technology offers an invitation to learn, decentralization of authority, flexibility, access to knowledge, time to explore and use…

Discusses current issues and concerns in grading students with disabilities in inclusive settings and presents a four-step decision model which results in teachers cooperatively determining grading practices for individual students within the context of district policies and guidelines. (DB)

Describes four models for grouping in cooperative teaching settings with a regular and a special educator. Common coteaching issues such as grading and classroom management are addressed. Charts provide a framework for lesson planning in coteaching settings. (DB)

Describes four models that have been shown to be effective in including students with disabilities in regular school programs: consultation, team teaching, aide services, and limited pullout service. Advantages and challenges of inclusion at the middle-school level are addressed. (DB)

Considerate instruction, defined as combining effective teaching practices with effective teaching tools such as textbooks and media, is seen as successfully enabling students with sensory and mild cognitive disabilities to achieve. The concept is applied to the teaching of mathematics, science, reasoning, and history. (DB)

Presents a lesson-planning model for coteaching regular and special educators which is intended to guide planning for group and individual student needs simultaneously. The model involves a common theme topic and distinguishes among objectives, activities, and assessments that are either for all students, for most students, or for some students.…