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Despite serious debates regarding different methods for preparing special education teachers (e.g., alternative routes, distance education, and programs with traditional student teaching), most supporters of teacher education agree on the importance of professional teaching standards as an underlying framework for defining professionalism in teacher preparation programs. For example, in a national survey of special education alternative route teacher preparation programs, Rosenberg, Boyer, Sindelar, and Misra (2007) found that the majority of respondents indicated their programs were designed around professional teaching standards, particularly standards developed by the Council for Exceptional Children (CEC), the Interstate New Teacher Assessment and Support Consortium, and the National Board for Professional Teaching Standards. The CEC, the leading professional organization for special educators, disseminates professional standards for beginning and advanced special educators that have been approved by the National Council for the Accreditation of Teacher Education (NCATE) (Council for Exceptional Children, 2004). Specific areas addressed by the CEC professional standards include (1) foundations of special education, (2) development and characteristics of learners, (3) individual learning differences, (4) instructional strategies, (5) learning environments and social interactions, (6) communication, (7) instructional planning, (8) assessment, (9) professional and ethical practice, and (10) collaboration. These standards include the core knowledge and skills essential for effective special educators and serve as guiding principles for professional programs and state licensing departments. They ensure that special educators are well prepared to enter the practice of teaching. Teacher preparation programs should be the vehicle through which professional standards are taught, understood, and translated into practice.

This qualitative research study focused upon collaboration between regular and special education teachers in middle school inclusive social studies classrooms. Data sources included interviews, observations and a review of Individualized Education Plans (IEPs). Two pairs of regular and special education teachers (high and low collaborators) were selected from three schools in different counties. Major findings included a description of the ways teachers formed and maintained their relationships, the role of administrators, and obstacles that needed to be overcome. Lack of time was identified as the greatest obstacle. IEPs were not found to be useful. Teacher use of accommodations and strategies tended to be global, rather than individualized. Perceptions of role were examined by teacher type.

This chapter reports on the results from several extended qualitative investigations of co-teaching in science and social studies content area classes, on both elementary and secondary levels. In these investigations, co-teaching partners were studied and interviewed over several years, with the view of uncovering attitudes and procedures closely associated with successful collaborative partnerships. In some cases, these investigations took place in the context of implementation of research-based instructional strategies. Analysis of data from these investigations revealed that there was considerable variability in the way co-teaching practices were implemented, the attitudes toward co-teaching expressed by teachers, and the success of the co-teaching partnerships. It was thought that several variables, including content expertise, concerns for high-stakes testing, and the personal compatibility of co-teachers played an important role in the success of the co-teaching relationship.

The purpose of this chapter is to share the experience and discuss issues that support and hinder inclusive practices in Taiwan. In this chapter, inclusion-related culture and policies are described in the context of Taiwan, followed by the challenges and lessons learned from promoting inclusive education for students with disabilities from the perspectives of general and special education teachers. Some promising strategies applied by teachers are also discussed in this chapter based on the findings of the research literature in Taiwan. Implications for practice and research about inclusion are addressed at the end of this chapter.

Evidence-based practice is an essential component of special education and provides a framework for promoting the use of research to inform policy and practice. Despite the importance of evidence-based practice to special education, the research-to-practice gap remains a persistent challenge to the successful dissemination of effective, research-based practices. Given the underuse of research in special education, the next big thing in evidence-based special education is to develop effective mechanisms for disseminating research and practice. The purpose of this paper is, therefore, to introduce research utilization as a concept to special education and present a preliminary analysis on special education teacher perceptions of research. Results suggest that special education teachers value evidence-based practice but remain unsure of their skills to distinguish between studies with more and less rigorous methods. Moreover, we found that special education teachers tended to use sources with lower self-reported ratings of trustworthiness, such as social media and teacher exchange websites, due to time efficiency and accessibility. Respondents provided recommendations for ameliorating the research-to-practice gap and increasing the usability of research overall.

Successful implementation of Response to Intervention frameworks in schools requires general and special education teachers to have well-integrated knowledge bases for providing instruction and intervention in reading and behavior. Implementation-focused approaches to changing teacher behavior, favored traditionally in special education, however, are unlikely to help teachers acquire such knowledge. In this chapter, we discuss the knowledge and practice that defines expert teachers in reading and behavior and how such expertise might be achieved through practice-focused approaches to initial teacher education and professional development.

Thirty-two qualitative research reports on co-teaching in inclusive classrooms, identified through a comprehensive literature search, are reviewed. Studies have included significant diversity in grade level, geographical location, setting, and took place in three different countries. Overall, teachers and administrators reported a high degree of satisfaction with co-teaching. However, a number of needs were also addressed, including administrative support, appropriate caseloads, planning time, student skill level, and co-teacher compatibility. Implications for research and practice are discussed.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

This chapter describes the current state of special education in Israel as well as what the future holds with possible solutions to improve services for individuals with disabilities. Israel is a very complex society and, as such, the educational system is very complex as well. The development of the special education system in Israel will be described as well as the current policies. In addition, different service delivery models will be explained. Inclusionary practices in Israel will be discussed as well as the prevalence and incidence rates of different disabilities in Israel and how they have changed over time. Finally, different strategies and models for implementation of services will be described and the importance of teacher training to meet student needs will be highlighted.

This chapter examines best practice and burgeoning needs within general and special education teacher preparation programs as identified within the literature and as evidenced in recent research (Cavendish, Harry, Menda, Espinosa, & Mahotiere, 2012) that examined the beliefs and practices of current educators teaching within schools utilizing a response to intervention (RtI) model. Specifically, our discussion of the emerging needs in teacher preparation programs that prepare both general and special education teachers for assessment, instructional delivery, and progress monitoring within an RtI framework is informed by a 3-year research project of the initial implementation of an RtI model in a diverse, urban school district. Implications for practice include the need to: (a) address deficit perspectives of culturally and linguistically diverse (CLD) students and youth with disabilities, (b) address changing perceptions of the function of special education, and (c) communicate the need for greater collaboration across silos within teacher preparation programs.