Establishing and Maintaining Collaborative Relationships Between Regular and Special Education Teachers in Middle School Social Studies Inclusive Classrooms

2005 ◽  
pp. 153-198 ◽  
Author(s):  
Cynthia Young Buckley
Keyword(s):  
Middle School ◽  
Special Education ◽  
Social Studies ◽  
Special Education Teachers ◽  
Inclusive Classrooms ◽  
Collaborative Relationships

The First Year as Teachers Assigned to Elementary and Middle-School Special Education Classrooms

2018 ◽  
Vol 43 (2) ◽  
pp. 94-110
Author(s):  
Kathy Gee ◽  
Jean Gonsier-Gerdin
Keyword(s):  
Middle School ◽  
Special Education ◽  
Special Education Teachers ◽  
School Administrators ◽  
Severe Disabilities ◽  
Shared Vision ◽  
First Year ◽  
Policy And Practice ◽  
Reported Data ◽  
Elementary And Middle School

The purpose of this qualitative study was to examine the experiences and perceptions of 10 first-year teachers who had been trained to provide evidence-based practices, including integrated services and supports, and subsequently took jobs in self-contained, special education elementary and middle-school classrooms designated for students with “moderate/severe disabilities.” A collective case study design was used to follow the teachers over the course of their first year of teaching. The narrative and teacher-reported data demonstrated their accomplishments, the joys of their work with the children and families, and their growth in confidence levels. The data also revealed their frustrations with some of the systemic issues they faced. Many of the difficulties stemmed from the lack of a shared vision between the teachers and their school administrators and systems. Implications for policy and practice regarding the segregation of students with severe disabilities and their teachers are discussed, as well as issues related to the evaluation of special education teachers and the induction of new special education teachers.

Applications of Mnemonic Strategies with Students with Mild Mental Disabilities

1994 ◽  
Vol 15 (1) ◽  
pp. 34-43 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Mary E. S. Whittaker ◽  
Jeffrey P. Bakken
Keyword(s):  
Special Education ◽  
Social Studies ◽  
Special Education Teachers ◽  
Learning Science ◽  
Science Content ◽  
Mental Disabilities ◽  
Students First ◽  
Research Findings ◽  
Time Periods ◽  
Mnemonic Instruction

This paper reports the results of two classroom applications of mnemonic instruction with students with mild mental disabilities (see note). These applications were developed based upon previous research findings and implemented by special education teachers in their classrooms over extended time periods. In both applications, regularly assigned curricula were adapted to include the use of mnemonic strategies. In the first application, the strategies were supplied by the teacher to facilitate the learning of social studies content. In the second application, students first used teacher-made strategies and later assisted the teacher in generating “class” mnemonic strategies for learning science content. Results of both applications suggest that students successfully learned content using the mnemonic strategies and reported enjoying instruction when the strategies were used. Findings are discussed in relation to future applications by teachers.

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