This study applies the gap analysis model to understand barriers facing teachers to differentiate instruction for special needs students in the general education setting. The purpose of this study was to conduct an evaluation gap analysis for implementing differentiated instructional strategies to improve outcomes of special needs students in the…

Educator teams consisting of a general education teacher and a special education teacher were recruited to participate in a project where they used the Systematic Supports Planning Process (SSPP) to plan, implement, and monitor individualized supports for students with intellectual and developmental disabilities (IDD) attending general education…

This article examines collaboration in the context of how gifted education teachers co-plan and co-teach with general education teachers. Perspectives of the benefits and barriers to collaboration are explored from gifted education teachers, gifted education administration, and general education teachers in one school district in the Southeast…

School reform efforts are reflected in the Common Core State Standards (CCSS) and increasingly impact potential for differentiation of instruction, which is critical in effectively educating students with varying achievement and learning needs. Although CCSS were developed to establish a ubiquitous foundation of educational expectations by grade…

In schools across the country, students in special education and general education are increasingly learning together in inclusive classrooms. This is a significant civil-rights achievement, but it also means students in special education are being taught by general education teachers who may not have the training and skills to best serve them.…

Ten essays are presented that consider a number of philosophical and technical issues associated with an emerging curriculum strategy known as competency-based education. Among them are: The debate over the relevance of liberal versus practical subjects; faculty renewal; the impact of reform on the student; the validation of excellence; and the…

Students with disabilities should not only be members of general education classrooms, but must also be able to learn meaningful skills in those settings, not just socialize with peers. This article reviews effective teaching methods and their contextual fit with the working of a general education classroom. The response to intervention (RtI)…

Under the 1997 Individuals with Disabilities Education Act, schools have a legal obligation to conduct functional behavior assessments (FBAs) when developing intervention plans for students with disabilities whose behaviors lead their individualized education program teams to consider a change in educational placement, including suspension and…