As schools emphasize accountability and academic progress for all students, professional collaboration is a critical aspect of planning accommodations and interventions that address the learning needs of diverse learners. To better understand collaborative processes, the authors investigated the nature of a collaborative planning experience for pairs of special and general education teachers. Teachers were taught the curriculum, rules, instruction, materials, and environment collaboration process (M. A. Prater, 2003) in which teachers compared the demands of the general education classroom with the strengths and limitations of the individual student. Results indicate that sharing common philosophies about educating students with disabilities is an important aspect of successful collaborative planning. Teachers who expressed common philosophies about educating students with disabilities completed the process together. The teachers who did not express similar philosophies completed the process separately.

/pdf/educators-perceptions-of-collaborative-planning-processes-3s4qg1paz2.pdf

Educators' Perceptions of Collaborative Planning Processes for Students With Disabilities

This paper reports on the outcomes of the first in a series of three systematic literature reviews in inclusive education. The aims include establishing what research has been undertaken in the area of effective pedagogical approaches to enable children with special educational needs to be included in mainstream classrooms, synthesising themes in a purposive sample of the literature and examining how this research might inform practice. One outcome of this first literature review was an overview of the various ways that teachers are effectively including children with special educational needs. In this paper, using the literature, we share some of the characteristics of the teaching approaches that have been shown to lead to positive outcomes in the areas of academic attainment, social involvement and improved behaviour. We discuss how these approaches, particularly those involving peer group interactions, might be used by teachers to support all learners.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-3802.2006.00069.x

Including Children with Special Educational Needs in Mainstream Classrooms: Implications for Pedagogy from a Systematic Review.

This narrative literature analysis examines the storylines of rural teachers told through published research on rural teachers. Using a narrative analysis approach, we investigated research published between 1970 and 2010-four decades of rural-oriented education research and policy work. Four storylines emerged from our coding of rural-related education research: (1) rural teachers are professionally isolated, (2) rural teachers are different from urban and/or suburban teachers, (3) rural teachers are often lacking in professional knowledge/teaching credentials, and (4) rural teachers are particularly resistant to change. Examining the explicit and implicit ways in which rural teachers and schools are portrayed as problematic in research underscores the significant role academics play in sustaining the "rural problem" storyline.In the late 20th and early 21st centuries, rural schools in the United States have faced critical challenges related to teacher recruitment and retention, professional and geographic isolation, and professional credentialing of teachers (e.g., Abel & Sewell, 1999; Barrow & Thompson, 1996; Burton & Johnson, 2010; Cady & Rearden, 2009; Carlsen & Monk, 1992; Malloy & Allen, 2007; Westling & Whitten, 1996). These teacher challenges converge to generate issues of equity, for they impact the life experiences and educational opportunities of youth who attend rural schools. In turn, they negatively influence the future of rural communities as a whole. Furthermore, complex struggles between local, state, and national control of rural schools' curriculum, certification, assessment, and environment plague rural schools and affect the professional lives of rural teachers (Kannapel & DeYoung, 1999).Despite the social and political imperative to investigate the rural circumstance as thoroughly and comprehensively as other place-defined school phenomena (e.g., urban education) (DeYoung, 1987), researchers have rarely taken up the issue of equity in the rural context (Burton & Johnson, 2010; Yeo, 1998). We focused our investigation in this article on only one important group involved in educational equity in the rural context-teachers. Specifically, we conducted a systematic narrative analysis of the research literature on rural teachers in the United States guided by the following questions.* What narrative storylines emerge from the empirical research literature about rural teachers in the United States?* What do such storylines suggest or reveal about research concerning rural teachers and rural schools in the United States?In analyzing four decades of peer-reviewed research on rural teachers, we were struck by the strong and consistent storylines that researchers constructed about rural teachers and their experiences. By "storyline" we refer to the narrative threads within the research that depict the character and experiences of teachers. We argue that these storylines often suggest that rural teachers-due to a variety of factors including geographic isolation, lack of professional development, and resistance to change-present a formidable "problem" in the educational growth of students and the successful implementation of education policy. This article explores the storylines told in research from 1970-2010 and considers the ways these storylines contribute to a broader social and cultural narrative about rural teachers and rural schools.Developing Storylines About Rural Teachers: A Brief Historical OverviewScholarly attention to the unique needs of rural teachers and their preparation has permeated research during the 20th and 21st centuries. Until the late 19th century, the majority of teachers were rural or semi-rural (Sher, 1977). Urbanization and consolidation gradually made the small one-room rural school the exception, rather than the norm. Indeed, in 1917, Woofer wrote of the special nature of rural schools, highlighting the distinctiveness of the institution, but not necessarily its teachers. …

/pdf/storylines-about-rural-teachers-in-the-united-states-a-187b5v3482.pdf

Storylines about rural teachers in the United States: A narrative analysis of the literature

This paper describes the efforts of one school district to implement and evaluate co-teaching as a means for successfully including most students with disabilities into general education classrooms. The evaluation team collected data for two years at the elementary and middle school levels related to student achievement, application of classroom and test modifications, behavioral referrals, student self-concept, and teacher and parent satisfaction. Evaluation results indicated support for co-teaching as a means for providing students with disabilities access to the general education curriculum and their peers without disabilities.

Evaluating Co-teaching as a Means for Successful Inclusion of Students with Disabilities in a Rural District:

Teachers in rural areas are finding that more and more special needs children are being included in their K-12 classrooms to comply with the mandate for a free and appropriate public education even...

/pdf/an-outcome-measure-for-social-goals-of-inclusion-1wd6al5qgs.pdf

An Outcome Measure for Social Goals of Inclusion

The process of including students with learning disabilities (LD) into general education classes has afforded these children the opportunity to learn alongside their same-age peers. Often, LD stude...

Rural General Education Teachers' Opinions of Adaptations for Inclusive Classrooms: A Renewed Call for Dual Licensure.

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Rural General Education Teachers' Opinions of Adaptations for Inclusive Classrooms: A Renewed Call for Dual Licensure.