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…

Schools in the United States and schools across majority of countries around the world today face two critical issues: "Inclusion of students with disabilities in general education classrooms" and a contributing factor to success of this inclusion, teachers prepared to use best practices. "Best practices" in education are approaches to teaching,…

This article presents a description of current practices in educating students with mild intellectual disabilities in regular schools in Jordan. The data were obtained using several methods, including interviews with special education staff at the Ministry of Education, summaries of documents and published research related to resource rooms and…

During the 1989-90 budgetary process, the Bangor (Maine) School Department established "blended funding" of special and regular education accounts, so that nonhandicapped students might also benefit from resource-room services. An evaluation study showed that teachers felt less pressured to label borderline students as special-education…

Described are five ways to coordinate resource room and regular education programs: (1) consultation services, (2) collaborative teaching/co-teaching, (3) structured recess program, (4) work completion groups, (5) and daily check-outs for contract monitoring. (DB)

This document presents model program efforts designed to foster academic and social growth for all students in the least restrictive environment. The program ideas were presented at a conference highlighting effective program collaboration between regular and special education. The programs aim to enhance student skills as well as foster…

Describes the Alternative School Program (ASP) in Willington (Connecticut), a pull-out program that uses a "core group" team approach to provide special services for students with behavior problems. It explains the program's methodology (facilities, operating principles, and the core group concept); its results (documentation of ASP…

This article discusses a collaborative effort between a speech-language pathologist and a regular third-grade teacher, with the goal of improving communication skills of students throughout the school. Students needing speech-language services were taught specific skills in individual pull-out sessions and general communication skills in regular…

This article tells the story of one elementary school faculty who responded to the call for accountability by adopting an inclusive view and implementing educational practices where all students were welcomed and considered valuable, contributing members of the school community. The inclusion of students with disabilities in the general education…

Trends in Mexico concerning integrating children with special needs into general classrooms and a new model of service delivery providing greater site-based approaches to educating students with learning disabilities are discussed. Assignments and materials may be modified, and both resource rooms and specialists are available to the general…

Proposes a model of an integrated, problem-solving approach for conducting assessments of children with academic skills problems in regular classroom settings. Presents a case study that illustrates the implementation of the model for a fourth grader with a learning disability. (GLR)

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)