Molly Fisher Dara Ludens Sharon Packard

How Many Gen. Ed. Teachers feel prepared to work with students of Sp. Needs?  According to a study, “From Ryan to 2042”,  89% feel prepared to work with typical learners  47% feel prepared to work with students of sp.ed. After Methods 1 course (el. Level)  43% feel prepared to work with students of sp.ed. After Methods 1 course (sec. Level)  55% feel prepared to work with students of sp.ed. After Advanced course (el. Level)  68% feel prepared to work with students of sp.ed. After Advanced course (sec. Level)

The study compared teachers from 1992 to 2002 Passage of SB2042 in 1999, dictated more mandates: Additional 2 years preparation program in local district. Be able to use differentiated instruction. Know laws for rights of students with special needs. Know requirements of an IEP Major changes occurred in 2002 in California.

Future Implications of Study: Improve Curriculum and Programs of Teacher Preparation Programs for students with special needs.

An article titled “Not On My Roster”  Explored Gen.Ed. Expertise of working with students with special needs.  Teachers don’t want to take ownership for students using alternative methods.  Teachers don’t know how to vary teaching style to meet needs.

Referrals to Sp.Ed. would be decreased if Gen.Ed. Teachers were prepared. 1/8 of 2/3 teachers make referrals (DeNoble, 2007). Factors that increase Sp.Ed referrals include: Behavior issues, race, and low socioeconomic status. African Americans are placed at highest rate of all races in Sp.Ed. 1 in 4 will be placed in Sp.Ed in white districts (DeNoble, 2002)

Provide strategies to Gen.Ed. Teachers: Utilize Bloom’s Taxonomy Implement Gardner’s Multiple Intelligences Incorporate Blair’s Theory

Another article titled: “Where All Children Learn” Supported study and article through one General Ed. Teacher’s classroom. All students have special needs. Sp.Ed. and Gen.Ed. meet on a regular basis to plan for placement, services, and needs. TEAM- “Together Everyone Achieves More” Utilize Carl Rogers work: Be genuine, create trust, and show empathy.

Ms. Mendoza uses accommodations as needed. High expectations for all. Uses variety of assessments: Self assessment, observation, projects, portfolio Incorporates peer learning.

Favorite Activity for ALL Students: Brain Dance – Anne Green Gilbert

Final article to support further teacher preparation: 95% of students with disabilities in Gen.Ed. Of the 95%, 47% are in special education classes, but less than 21% of the day. (Addressing Inclusion, Lambert et al.)

IDEA 2004: Students with special needs have to be provided access to general ed. curriculum in general ed. setting to the maximum extent possible. Support pre-service preparation and professional development for all who work with special needs, to have skills and knowledge to improve academic and functional performance for all.

Skills It is often questioned whether general education teachers possess the skills to teach children with disabilities in their classroom Barriers: General education teachers make few accommodations for student with disabilities in the classroom General education teachers often feel unprepared to teach students with special needs

Key Factors in Success with Special Learners Training Support Teachers with low self-confidence are more likely to refer students who are perceived as difficult to teacher, particularly students with special needs, than are teachers with high self-confidence

Confidence Developing confidence in one’s ability to teach special learners is not only important for special educators, but also for general education teachers

Attitudes Toward Students With Disabilities Survey of regular education and special education teachers Teacher attitudes toward integration of students with disabilities reflect lack of confidence in both their own instructional skills and quality of support personnel provided

Key Elements in Changing Confidence and Attitudes Willingness to Change Having a common mission Use of collaboration Training

Historical Perspective Teachers work in isolation One teacher, one classroom Children with disabilities in separate classroom with their own teacher Slowly work toward mainstreaming For selected subjects Not considered part of the typical class

Big Change Shared goals Shared decisions Shared classroom instruction Shared responsibility for students Shared assessment of student learning Shared problem solving Shared classroom management The teachers must begin to think of it as “our class.”

Cooperative Teaching Direct collaboration with the general education and special education teachers working together in the same classroom most of the day

Cooperative Teaching Equal partners Interactive relationships Involved in all aspects of planning, teaching and assessment

Teacher Roles General educators bring content specialization Special educators bring assessment and adaptation specializations Both bring training and experience in teaching techniques and learning processes

Planning for Effective Collaboration What is needed? Time Support Resources Monitoring Persistence

Planning District level – Ensure that resources are available Time Money Professional Assistance Building Level – Support – Time – Staff development opportunities Classes Workshops Seminars Conferences on cooperative teaching

Planning Keep natural proportions of typical students At-risk students Students with disabilities

Planning time for co-teachers At least once a week Ongoing Review progress on regular basis Make adjustments Evaluate students Develop strategies to address problems with discipline or learning

5 Planning Themes 1. Confidence in partner’s skills 2. Design learning environments for both educators and students that require active involvement 3. Create learning and teaching environments in which each person’s contributions are valued 4. Develop effective routines for in-depth planning 5. Increased productivity, creativity, and collaboration over time. Participants in collaborative programs agreed that the time required for planning does not decrease during the year, but the quality of instruction continues to improve.

Benefits Students with disabilities developed better self images, became less critical and more motivated, and recognized their own academic and social strengths. Students with disabilities developed better social skills and positive peer relationships.

Concerns Concerns expressed about using a program like RTI ties into the overall concerns of general education teachers working with any students that have special needs - TRAINING and IMPLEMENTATION

Training The initial training needs to start while the teachers are still students themselves, back in college. More prep programs are needed at the college level.

General Ed. Caseloads General education teachers have an average of 3.5 special education students assigned to their caseload. (

Relationships General education teachers confidence often seems dependent upon their relationship with special education teachers. (

General Ed. vs. Special Ed. The primary difference between general education and special education reading instruction is gradation of practice (greater intensity and frequency). (

Special Education Special education is not a place, it is a service.

IEPs IEP's must reflect standards based on general education curriculum, so who better than the general education teacher to help implement the IEP.

Concluding Thoughts: Teacher Preparation Programs will benefit all students: typical, at risk, and special needs. Techniques, Interventions, and Strategies are easy to integrate into the classroom. Gen.Ed. needs to be “open-minded” in creating a learning environment for all.

Concluding Thoughts General and Special Educators need to work cooperatively in an interdisciplinary program