Article 1: Preparing Special Educators for Collaboration in the Classroom: Pre-Service Teachers' Beliefs and PerspectivesBathany M Hamilton-Jones, Cynthia O, Vail
Are All Teachers Effective Prepared to Teach in an Inclusive Setting?
Article 2: A Model for Examining Teacher Preparation Curricula for InclusionJewell E. Cooper, Stephanie Kurtts, Ceola Ross Babe, Ada Vallecorsa
Inclusion has made way for collaboration, teacher training and supports to meet the needs of all students.
Educators ideas about inclusion and students with disabilities vary based on training, guidance and understanding.
Legislative mandates has increased need for highly qualified teachers, but programs have not met these.
Article 1:-In the U.S. collaboration between special/general education teachers for students with disabilities.. Discussion about LRE, student success and effective teaching.-IDEA (2004) set regulations to determine appropriate LRE. (2007) results stated 57% of ESE students received services in the general education setting.-National Board for Professional Teaching Standards emphasis the need for collaboration between special/general education teachers.
Article 1: Study -Purpose of collaboration-define, outcomes, behaviors of teachers, challenges, preparedness. -Student success was achieved through collaboration with individualized instruction and academic supports. -Shared professional responsibility, planning time and resources, often in a co-teaching model.-Teachers were prepared to collaboration and have a good learning environment, to meet the needs of students through this coursework and experiences.
Article 2: -For several years, the number of special education students has increased 3.4% annual, increasing the need for trained professional and creating a teacher shortage.-The roles of teachers, necessary knowledge and skills, for effective teaching of students with disabilities is critical.-IDEA(2004) sets precedents and creates challenges for programs of special/general education teachers; leaving some unprepared to teacher in an inclusive environment. -Inclusion is considered beneficial, but the changes in roles of teachers, has created uncertainty for effective teaching.
Article 2: Study -Purpose to determine if programs teach the knowledge skills and competencies for special education students in inclusive settings.-Program competencies: knowledge, effective instructional practices, classroom management and behavioral interventions, formal and informal assessments, and communication-collaboration. -38% of programs had "fairly extensive or excellent", where 37% "somewhat or extremely limited" to prepare teachers.-Some concerns were adequate funding, faculty development, preparing students to meet professional standards, activities to prepare teachers to meet the needs of special education students.