This article reports on a case study of an exemplary teacher who was a participant in a professional learning project, WriteIdeas. The teacher provided instructional support in writing to a targeted student with learning difficulties in an inclusive Year 8 English classroom. Analytical frameworks were developed and applied to the data that had…

Coteaching involves 2 certified teachers: 1 general educator and 1 special educator. They share responsibility for planning, delivering, and evaluating instruction for a diverse group of students, some of whom are students with disabilities. In this article, the authors review models of coteaching and the research base for coteaching and describe…

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…

Research strongly supports including students with extensive support needs in general education settings and providing them access to the general curriculum. Yet, there is limited research indicating how to provide them authentic access to this curriculum. This article explores several instructional approaches to provide access including (a) use…

High school teacher Emily Sims shares her experiences co-teaching inclusive classes as a first-year teacher. She imparts practical advice for successful co-teaching relationships between the content teacher and the special education teacher, from which both students and teachers can thrive. (Contains 1 figure.)

This response to Carr (1993) on the issue of inclusion for students with learning disabilities supports inclusion. It distinguishes between "mainstreaming" and "inclusion," describes one inclusion model being implemented, and suggests that the momentum of the inclusion model has been generated by the failure of programs currently serving students…

In recent years there has been a significant debate regarding the ways in which different educational systems throughout the world could develop more inclusive practices in their schools. Based on the notion that the education of children considered as having special needs should be considered as part of a wider process of school development, in…

An itinerant teacher of students with visual impairments describes the itinerant model, in which students who are visually impaired attend their neighborhood schools while periodically receiving special services from a vision teacher. Advantages and disadvantages of the model are considered, a typical day of an itinerant teacher is described, and…

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.…

Discussion of J. Renzulli's Schoolwide Enrichment Model (SEM) finds that the model's focus on talent development allows increased access to opportunity, excellence, and equity for minority students who have been shut out of gifted education. (Contains references.) (Author/DB)

Prince Edward Island is the smallest province in Canada with a population of 138,900. Three school boards, one French and two English, deliver grades Grades 1-12 to a total of only 24,301 students. Given its small population, Prince Edward Island provides a continuum of educational supports within an inclusionary model. There are no segregated…

The Content Mastery program, which evolved from the synergistic model, provides instructional accommodations and teacher consultation and support that encourage the success of students with learning disabilities in regular classroom settings. Students remain in mainstream classes as long as they can profit from instruction and attend the Content…

This qualitative study examined two classrooms that used a coteaching approach to provide services to students who were deaf, hard of hearing, and hearing. It used extensive observations and interviews with teachers, students, parents, and administrators. Results support coteaching's effectiveness as a service-delivery model. Seven themes about…

Describes successful practices for the socialization of students with and without disabilities in the general education classroom. A model of inclusion conducive to establishing positive interactions and communication among students with and without disabilities is presented. Effective intervention strategies involving the relationship between two…