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Inclusive education is about creating beneficial environments for all students (Booth & Ainscow, 2011). Within Germany, the role of special education within inclusive schools has been widely discussed (Powell et al., 2016). Educators worldwide consider collaborative teaching between special educators and general educators to be a fundamental precondition for inclusive education (Hoppey & McLeskey, 2014).

The history of the German school system, however, is characterized by a rigorous division of special and regular schools that is reflective of broad divisions in teacher education. Since the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) in Germany in 2009, more students with special educational needs, as well as special educators, have begun to attend and work in inclusive schools. While cooperation between general and special educators is a key to the development of inclusive schools, many teachers report that responsibilities are divided between special and general teachers, while various challenges exist regarding cooperation (Urban & Lütje-Klose, 2014). Nevertheless, dysfunctional cooperation can foster mechanisms of separation and exclusion even in “inclusive” settings (Idel et al., 2019).

The present chapter offers a reflection on the different roles of special educators and the current state of research on interdisciplinary and multiprofessional cooperation in inclusive schools in Germany. It also provides a discussion of relevant implications for the development of inclusive schools and teacher training.

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.

The current trends in teacher preparation for educators who will instruct students with learning disabilities reflect larger trends that are influencing teacher preparation in general. Some trends impact the ways in which educators and the public view aptitude and learning, such as the concept of multiple intelligences and the emerging discoveries of the workings of the brain. Some general trends include pre-service teacher testing and screening and specific standards for teacher training programs in efforts to increase educator accountability and classroom performance. Other trends emerge from philosophical and political positions regarding the rights of persons with disabilities to be educated in the least restrictive environment – the general education classroom.

The expertise in the fields of science and special education are being blended in today's classrooms as a result of all students being expected to meet state standards. Having high standards can be positive, yet for many science and special educators finding ways to blend the expertise of these two fields has not been clearly defined. This chapter provides an overview of the status of both fields, as well as providing specific ideas related to the changes that need to occur for a more blended approach to instruction. The chapter concludes with an example of a co-taught lesson using the 5E Learning Cycle as well as future directions for these two fields to work together to meet the needs of all students.

A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has impacted both preservice teacher preparation and in-service teacher professional development. This chapter utilizes a conceptual framework built on the work of Forlin and colleagues (Forlin, Loreman, Sharma, & Earle, 2009; Sharma, Forlin, Loreman, & Earle, 2006; Stella et al., 2007) to guide teacher preparation and professional development. This conceptual framework provides a model for (1) addressing attitudes and perceptions; (2) increasing knowledge of disability policies, laws, and evidence-based practices for providing instruction in inclusive settings; (3) and increasing experiences with individuals with disabilities, including experiences within inclusive settings. In addition, the framework incorporates aspects of the context within which inclusion is to occur. Implications include recommendations for teacher training and professional development to improve inclusive education for learners with LID.

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.

Concern about special education's future is widespread. Now there are calls for special education's abandonment or its nonexistence in any environment other than general education (i.e., for full inclusion or some form of general education only). Some advocates for reform consider special education obsolete, to be rejected in favor of newer ideas known as inclusionary education, and they advocate abandoning special education.

Now may be the time for a second revolution in thinking about what special education is and does so that it evolves into a service that more consistently realizes its promise. Special education is likely to become extinct if its devolution continues. Its collapse would hasten the abandonment of public education. Alternatively, it could evolve to become a viable part of public education, a distinct entity, a clearly identifiable and viable part of educating all children appropriately in public schools.

Among the many causes of special education's devolution, some stand out prominently: (1) confusing must and may; (2) accepting illogic and imprecision of language; (3) responding to all diversities in the same way; (4) spurning science; (5) confusing attribute and person; (6) putting the worst possible face on special education; and (7) misconstruing least restrictive environment.

Better thinking and clearer communication are required to achieve special education's revitalization. These include calling things what they are and relying on new, younger leaders. Clear and wide understanding – consensus – about what special education is and does and acceptance of the idea that we must have it as a separate and distinct part of universal public education would be revolutionary.

Transition can be seen as the capstone of many if not most efforts of special educators on behalf of students with disabilities. Transition programs must build upon the foundation set by general and special education teachers to promote accomplishments that will support engagement in adult life. The assumption underlying transition policy is that classroom personnel are adequately trained and supported to promote such outcomes. We investigated that assumption through research on the perceptions of 17 graduate students or recent completers of an alternative certification program serving a large urban district in the northeast. Study participants were interviewed regarding the provision of special education services at their assigned schools, the manner in which they were utilized, the degree to which they felt prepared and supported to teach students with disabilities, and recommendations for improving special education services, teacher training, and support. All participants taught special education students in secondary settings and were assigned to different schools. Several themes were identified including stress due to professional demands, concerns with collaboration and the quality of special education services, and a need for additional special education training. Implications for transition are discussed.

In a world of ever-changing educational trends, it is essential for educators to provide a continuum of services to meet the needs of all students. Therefore, employing an inclusive structure or environment is imperative to the implementation of Special Education laws, according to Individuals with Disabilities Education Act and Every Student Succeeds Act. As stipulated in law, all students should be educated in the least restrictive environment with their typically developing peers. This chapter focuses on the role of the special education professional as it specifically relates to the mainstream or inclusion setting. Topics covered in this chapter include an overview of inclusion, the inclusion model, an in-class support model, a content mastery model, and characteristics of an effective special educator, understanding disabilities, assessing and referring to appropriate supports, collecting data for individualized education program meetings, differentiated instruction, and strategies for inclusion. The goal of the chapter is to provide the overall view of inclusion in today’s classrooms in relation to the role of the special education teacher.

The field of special education in Thailand is still in its infancy. This chapter provides a retrospect on special education in Thailand reflecting societal attitudes toward people with disabilities from the past to present. It also provides a list of factors impacting this population and members of the community who are involved with their lives. Special education law, definitions of various disability categories, types of educational settings, as well as issues and challenges in the field are discussed. A critical analysis of special education teacher preparation is also provided. Finally, recommendations and conclusions are offered.