This paper presents the findings of a study of learning gains made by students with disabilities and those without disability when taught by teacher candidates completing a unified teacher preparation program. "The Student Academic Performance Sample", the culminating performance-based assessment of the program was the primary data source. This…

A model of the way experts are now helping handicapped children in schools is criticized. The model is set within limits, such as: (1) do not regard a multifactored assessment as a miraculous device; (2) do not reject research; and, (3) do not resist working along with experts. (Author/GK)

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 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…

This introduction to three papers on effective instruction of students with disabilities provides a conceptual model for effective instruction linking components of effective instruction to principles and strategies that provide a framework for intervention and lists specific tactics for teachers to use in delivering instruction. (JDD)

Discusses the development of Conductive Education (CE) in the United Kingdom in the context of social models of disability. It argues that CE can provide the basis for an educational model of disability in which disability is seen to result from a complex interaction between the environment and the individual. The model is seen as particularly…

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.…

This paper proposes that research on a constructivist approach for students with disabilities should emphasize specific instructional and assessment practices, as opposed to broad educational ideologies. The value of a particular instructional or assessment practice (such as constructivism) is probably dependent upon context and learner…

Basic values and beliefs of British education for students with special needs are addressed in terms of "3 R's", i.e., Rights for learners, Responsive pedagogy, and Research for special needs education. Models for addressing these three aspects of special education are offered. (DB)

Assessment of the impact of a collaborative inclusion model involving 670 students with disabilities in 26 schools revealed that student growth was similar in the inclusion and "pull-out" models, general and special education teachers felt quality of service had improved with inclusion, and inclusion was associated with lower rates of…

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)

Discussions with exemplary Colorado general and special education coteachers led to development of three metaphors for the coteaching process: (1) yin and yang (the uniqueness and unity of the two teachers); (2) the dance (the rhythm, fluidity, and automaticity of effective collaboration); and (3) the particle and the stream (the thriving of…

This article presents major principles of constructivism for teaching and learning of students with disabilities and those at risk for school failure. It describes three idealized constructivist models (endogenous, exogenous, and dialectical) and explores major issues related to constructivism, including the possibility of integrative stances.…

This paper reviews the recent history of psychoeducational testing, examines attempts to link assessment with instruction within the information processing domain, and presents a model of a general assessment-instruction procedure that classroom and specialist teachers could use in effective remediation and instruction practices. (JDD)

This article introduces a model of teaching, The Self-Determined Learning Model of Instruction, incorporating principles of self-determination, which enables teachers to teach students to become causal agents in their own lives. Results from a field test indicate students (N=40) receiving instruction from teachers using the model attained…