The purpose of this study was to examine general education teachers' goals and expectations for their included students with mild and severe disabilities. Participants were seven inclusive classroom teachers who were interviewed about their goals and expectations regarding one of their included students with a mild disability and one of their…

The purpose of this study was to examine the different types and patterns of 1:1 interactions provided by general educators, special educators and paraprofessionals to children with mild disabilities (n = 13), severe disabilities (n = 13), and children without disabilities (n = 13) in inclusive classrooms. General educators, special educators, and…

No Child Left Behind requires school districts to demonstrate adequate yearly progress in mathematics for all students, including the sub-population of disabled students. Given that more than 200 Ohio school districts have implemented Everyday Mathematics (EM) to achieve this mandate, districts need to know if this standards-based program meets…

Research indicates that adolescents with disabilities need high-quality transitional programs to make the transition to work and independent living, and that barriers inherent in rural areas and schools make service delivery for transition extremely difficult. Current employment patterns suggest that small rural businesses and rural entrepreneurs…

This investigation replicated and extended previous research regarding the attitudes of inclusive teachers toward their students with disabilities. Participating teachers included 46 inclusive teachers (grades K-5) from 16 elementary schools in 7 Northeast Ohio school districts. Teachers nominated 3 students in 4 attitudinal categories:…