The general idea that parents and school professionals should work together to improve the education of children has a great deal of history and can be thought of as a broad topic that applies to both general and special education. In special education, however, this important concept can be traced to a distinct set of events and legal precedents.

Exploring the Research

 The Standards, grounded in what it takes for all students to graduate collegeand career-ready, were developed in a state-led process under the leadership of governors (NGA) and state superintendents (CCSSO) from 48 states who were increasingly concerned about the ability of U.S students to compete in a global economy. The process included the participation of state departments of education, districts, teachers, community leaders, experts in a wide array of fields, and professional organizations.

The Common Core State Standards

The key issue discussed in the article is the main challenges in developing inclusive education. Most European countries have acknowledged inclusive education as a means to secure equal educational rights for all persons. However, the definitions and implementations of inclusive education vary immensely. They are discussed in relation to a narrow and a broad definition of inclusive education, distinguishing between a horizontal and a vertical dimension of the concept. The article also goes into students’ learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. No country has yet succeeded in constructing a school system that lives up to the ideals and intentions of inclusion, as defined by different international organizations. Placement seems to be the most frequent criterion of inclusive education, to avoid segregation. The quality of teaching and learning processes in inclusive education has lower priority.

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Understanding inclusive education: ideals and reality

Inclusion and School Reform: Transforming America`s Classrooms

Efficient lesson planning with universal design for learning (UDL) enables teachers to more effectively meet students’ individual needs. In this study, a comparison of lesson plans by teacher candidates in a teacher preparation program before and after UDL training is presented. After training, teachers (n = 45) incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. A variety of changes and options was examined, and examples of commonly occurring choices selected by the teacher candidates were provided. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms.

Improved Lesson Planning With Universal Design for Learning (UDL)

The authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education teachers. Federal policy, and recent research on teaching and learning, and the response-to-intervention (RTI) movement require a shift in thinking about how to prepare quality special education teachers and the expertise they need to be effective. To function effectively in RTI and fulfill federal highly qualified teacher requirements, special education teachers must master an increasingly complex knowledge base and sophisticated repertoire of instructional practices. The authors contend that preservice preparation is inadequate for this purpose and that preparation for special education teaching should build upon an existing knowledge base and demonstrated competence in classr...

Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model:

The authors consider the future of special education personnel preparation by responding to an overarching question: What frameworks might teacher educators use as a basis to promote special education teacher effective performance now and in the future? In answering this question, they summarize current trends in the context of schooling and special education (i.e., Common Core State Standards [CCSS], multi-tiered systems of support [MTSS]) and what these contexts demand of special education teachers. The authors propose a practice-based model for fostering effective special education teacher performance. Grounded in the science of learning, the model includes approaches in teacher education that align with this literature. Implications for implementing the model are provided, which recognize current constraints on schools and colleges of education, to better promote this model for fostering effective performance.

Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era

This article presents the findings from a pilot study exploring the use of video as a self-reflection tool combined with high-quality, collaborative professional development (PD). Participants were in-service, upper-elementary, special education instructors teaching word study and fluency to students with learning disabilities. Participants watched multiple video-recordings of their instructional practice throughout one school year and reflected on their video by: rating their instruction, noting what worked, and making suggestions for future lessons. Findings indicated that teachers’ self-reflections changed from overestimations of their practice to more critical self-examinations. Their comments initially were vague but became more descriptive over time. Four teacher groups emerged in the analysis, ranging from teachers who did not believe they needed to improve their practice to teachers who became instrumental in conducting their own research about what worked in their practice. Overall, video self-reflection combined with high-quality PD was a positive tool for enhancing teacher change.

Mary Theresa Kiely

Papers

Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model:

Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era

Refocusing the Lens: Enhancing Elementary Special Education Reading Instruction Through Video Self‐Reflection

Using Lesson Study to Align Elementary Literacy Instruction within the RTI Framework

Teachers’ Beliefs about Students with Special Needs and Inclusion