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West, Jessica A.; West, Craig K. – Teacher Educator, 2016
The practice of inclusion as a response to the Individuals with Disabilities Education Act means that English teachers teach students who demonstrate a wide range of abilities in the same classroom. This qualitative study explored the developing attitudes toward differentiation of English education teacher candidates participating in a methods…
Descriptors: Preservice Teachers, Teacher Attitudes, Special Education, Beliefs
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Crawford, Lindy; Ketterlin-Geller, Leanne R. – Teacher Educator, 2013
Twenty middle school special education teachers from five states were interviewed in order to gain insight into their understanding of accommodation practices. Interview questions solicited information about teachers' understanding of test accommodations, the decision-making process they employed when choosing accommodations, and their reasons for…
Descriptors: Disabilities, Testing Accommodations, Special Education Teachers, Middle School Teachers
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Gable, Robert A.; Van Acker, Richard – Teacher Educator, 2000
Discusses changes in the content of teacher education programs that would prepare teachers to effectively address student violence, discussing the influence of the Individuals with Disabilities Education Act, recommending that colleges of education assume leadership roles in preparing school personnel to combat student aggression, and noting the…
Descriptors: Aggression, Elementary Secondary Education, Higher Education, Preservice Teacher Education
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D'Alonzo, Bruno J.; And Others – Teacher Educator, 1995
Reviews provisions of the Individuals with Disabilities Education Act and recent court decisions related to inclusion of children with disabilities in typical classrooms; considers various definitions of inclusion; outlines the positions of various proponents and opponents; identifies some problematic issues; proposes criteria for inclusion plans;…
Descriptors: Cooperative Learning, Court Litigation, Disabilities, Educational Cooperation