Recent legislation in education mandates that students with disabilities be given access to the general education curriculum in order to reach higher academic standards. To meet these requirements, co-teaching has become a popular service delivery model for instruction of students with disabilities within the general education setting. The purpose…

The focus of this study was on increasing the knowledge base on students with disabilities at the secondary level. Data were gathered on 559 classified secondary students with disabilities served in four educational options: cotaught classes, resource rooms, alternate day support programs, and no direct supports. Results indicate that there are…

This article examines the mutuality of interests between partners in a professional development school (PDS), with an emphasis on promoting inclusive classrooms and integrating special education students into the general education continuum. It highlights how delivery models that hinder inclusive practices stunt the growth of PDS partnerships. It…

The purpose of this brief study was to explore whether the traditional pull-out method, the coteaching method, or the combined method produced higher performances for students with disabilities over a three-year academic period at the elementary and middle school level. The results of the non-experimental quantitative study using student CRCT…

This paper describes an approach to transitioning 106 junior high special education students into mainstream settings by drawing regular education teachers into special education settings for regular instruction sessions prior to full mainstreaming. Following a 3-5 week period of instructional visits by regular teachers to special education…

After being paired with regular educators (N=25), special education resource teachers (N=25) attempted to predict regular education responses to an opinionnaire regarding mainstreaming. Special educators underestimated regular education willingness to teach the handicapped, but correctly predicted attitudes involving resources, feelings of…

A study explored the effects on both students and teachers of an alternative service delivery model (different from the traditional removal approach) for serving both low-achieving and learning-disabled (LD) students. The process-consultation model was chosen as the topic of this study. To its usual in-class team approach was added a focus on…

This paper suggests a process for developing Individualized Education Programs for students served through collaborative/cooperative teaching arrangements. IEPs used in pull-out arrangements are compared to in-class service delivery IEPs. The proposed IEP process is designed to meet legal requirements and guide instruction reflective of the…

This paper discusses the findings of a study that examined the perceptions of 270 elementary school principals about a new Alabama certification model which abolishes categorical certification areas in special education and creates a generic "Collaborative Teacher" certification. Results indicate the most frequent special education…

The Language Resource Room Level of Service is a model developed by the Philadelphia (Pennsylvania) School District to provide intensive speech-language services for children with moderate to severe speech-language disorders, in the least restrictive setting. The speech-language pathologist assumes the roles of coteacher, consultant, and direct…

This manual offers step-by-step guidance for implementing a secondary level co-teaching program to provide mild to moderately impaired learning disabled students with maximum inclusion time through a combination of co-teaching, resource room programs, and consultation. Individual sections focus on: (1) the definition of co-teaching and reasons for…

This article describes experiences encountered in making the transition from a traditional pull-out treatment approach for students with speech-language impairments to a collaborative-consultative model. The two factors identified as key to the success of the program were flexibility and perseverance. (Author/JDD)

This study examined 23 classroom teachers' perceptions of collaborative training meetings they engaged in with remedial reading or resource room teachers. Teachers engaged in "pull-in" teaching (in which specialists taught in general classrooms) reported more frequent collaborative meetings and greater learning of specific techniques…