Co-teaching classrooms consist of general and special education teachers working together to benefit students with disabilities (SWDs). Many parents and teachers believe the content knowledge provided by general educators in the regular education setting, combined with the instructional service delivery model (SDM) expertise of special educators,…

Federal special education and accountability policies requires that educators individualize instruction for students with disabilities, while simultaneously ensuring that the vast majority of these students meet age-based grade-level standards and assessment targets. In this paper, we examine this dynamic interplay between policies through…

Federal legislation mandates all students, including those with significant cognitive disabilities, participate in standards based education and in state assessments linked to those standards. To address this issue, this study used a multiple case study design in order to determine the impact alternate assessments based on alternate achievement…

The primary purpose of this twelve-week case study was to explore the use of a cooperative learning strategy with small groups of students in a 12th-grade economics class as diverse learners prepared for tests. The complete case study was based on observations of students, student surveys, focus group interviews, and interviews with educators at…

The resource manual is designed to help teachers in Georgia provide quality education programs for trainable and severely mentally retarded children. State guidelines are presented for six major topics (sample subtopics in parentheses): definitions; eligibility criteria; due process (referral, individualized education program); program…