Leading to Improve Teacher Effectiveness

Implications for Practice, Reform, Research, and Policy

Authored by: Donald D. Deshler , Jake Cornett

Handbook of Leadership and Administration for Special Education

Print publication date:  June  2012
Online publication date:  May  2012

Print ISBN: 9780415872805
eBook ISBN: 9780203837313
Adobe ISBN: 9781136869693

10.4324/9780203837313.ch14

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Abstract

During the past 20 years there has been a marked decrease in the amount of time students with disabilities spend outside of general education classrooms (Snyder & Dillow, 2010). Whereas in 1989, 31.7% of students with disabilities spent 80% or more of the school day in general education classrooms, by 2007 the number of students doing so had grown to 56.8% (Snyder & Dillow, 2010). Because students with disabilities spend larger portions of the school day inside general education, these classroom are more academically diverse today than at any time in the preceding 20 years. Given these facts, access to the general curriculum requires that general and special educators use instructional activities and practices that support a broad range of student abilities. For many teachers, their pre-service training was not designed for nor prepares them for the realities of instructing diverse learners 1 within the same classroom.

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