Skip to main content

David Hoppey

University of North Florida, Exceptional, Deaf, and Interpreter Education, Faculty Member

Followers

461

Following

48

Co-authors

3

Public Views

Phone: 904-620-5326
Address: University of North Florida,
College of Education and Human Services,
Department of Exceptional, Deaf, and Interpreter Education,
1 UNF Drive. Bldg 57, Room 3525,
Jacksonville, FL 32224

less

Vrije Universiteit Brussel

Kansas State University

Syracuse University

Pamukkale University

Armando Marques-Guedes

UNL - New University of Lisbon

Michael S. Kelly

Loyola University Chicago

Elizabeth B Kozleski

Stanford University

Hunter College

Centre National de la Recherche Scientifique / French National Centre for Scientific Research

University of Ottawa | Université d'Ottawa

InterestsView All (15)

Uploads

Papers by David Hoppey

Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

by James McLeskey and David Hoppey

… Research & Practice, Jan 1, 2011

This study was conducted to examine changes in the identification rates and national and state pl... more This study was conducted to examine changes in the identification rates and national and state placement practices for school age students with learning disabilities (LD) between 1990-1991 and 2008-2009. Findings revealed that while identification rates of students with LD declined by about 4 percent during this time, general education placements increased over 166 percent, pullout placements declined by more than 50 percent, while students educated in highly restrictive separate class and separate school settings declined by approximately 60 percent. Unlike earlier studies, most states made at least some progress toward educating students with LD in less restrictive settings. Much of the change in placement practices for students with LD occurred since 2000.

Are We Moving Toward Educating Students With Disabilities in Less Restrictive Settings?

by James McLeskey and David Hoppey

The Journal of Special …, Jan 1, 2010

The least restrictive environment (LRE) mandate provides a preference for educating students with... more The least restrictive environment (LRE) mandate provides a preference for educating students with disabilities in general education classrooms while allowing separate class services as necessary to meet student needs. This study investigated changes in national LRE placement trends for students with disabilities from 1990-1991 through 2007-2008. Findings revealed a significant increase in placements in general education settings and a substantial decrease in more restrictive placements. Placement practices for students at the secondary level changed substantially more than placements for elementary students, although both groups moved toward significantly less restrictive placement practices. Students with learning disabilities accounted for much of the overall change in placement practices, whereas students with emotional or behavioral disorders and intellectual disabilities experienced smaller changes in less restrictive placements.

Educating students with mental retardation in general education classrooms

by James McLeskey and David Hoppey

Exceptional Children, Jan 1, 2006

Critical Questions about Mathematics RTI

Principal Leadership, Nov 1, 2011

Developing Educators for Inclusive Classrooms through a Rural School' University Partnership

Abstract - This narrative illustrates a school-university partnership's attempt to prepare inclu... more Abstract - This narrative illustrates a school-university partnership's attempt to prepare inclusive educators for working in inclusive classrooms. This partnership, located in a rural school located in the southeastern United States, consisted of collaboration between a variety of stakeholders, including school-and university-based educators and district partners committed to preparing a context for pre-service teacher and in-service teacher learning. The narrative shares how the partnership's initiatives assisted in developing pre-service teachers as inclusive educators, enhanced in-service teachers' capacity to teach in inclusive classrooms, created pre-service teacher interest in working in rural schools, and improved student outcomes. If you are enjoying reading this article, please consider subscribing to RSEQ or joining ACRES at http://acres-sped.org.

Linking Action Research to Response to Intervention (RtI): The Strategy Implementation Project

This paper showcases how one teacher preparation program embedded action research within the Resp... more This paper showcases how one teacher preparation program embedded action research within the Response to Intervention (RtI) model. This integration helped preservice teachers gain a deeper knowledge of RtI key concepts and pedagogical decision making for meeting diverse students' needs. Examples from a course assignment are provided to demonstrate how an action research framework helped cultivate the professional knowledge and skills needed to understand and successfully implement the RtI decision-making process. A brief discussion and implications for teacher preparation programs are also shared.

Adapting Mathematics Core Curricula to Meet the Needs of Students with Disabilities

For the past 2 years, Mrs. Perez, a third-grade teacher, and Mr. Williams, a special education te... more For the past 2 years, Mrs. Perez, a third-grade teacher, and Mr. Williams, a special education teacher, have co-taught a diverse class of 22 students, including 10 students with disabilities. Although they enjoy their collaborative relationship, Mrs. Perez, an 11-year veteran, would prefer to spend her day teaching reading and early writing instruction; similarly, Mr. William's love for reading and his desire to support students who struggle with reading and writing skill development motivated him to become a special education teacher. Although neither dislikes mathematics, it does not come as naturally to them. Mrs. Perez also feels a great deal of anxiety from the pressure of state assessments in a content area that had been a struggle for her as a learner. It is not surprising that for guidance they both cling to the district-adopted mathematics textbook and its supporting resources. The "toolbox" of resources Mr. Williams has collected and developed over the years for teaching reading, combined with Mrs. Perez's own reading strategies treasure trove, could serve as an accredited series independent of district resources. However, in mathematics, their concern about the content limits them to the core textbook and two resources suggested for struggling learners. Having nearly completed a second year together, they are increasingly concerned about what they are not doing, what the textbook does not provide, and their need for additional supports and solutions to help them truly meet the needs of their 22 students, especially those with disabilities.

Micropolitical and Identity Challenges Influencing New Faculty Participation in Teacher Education Reform: When Will We Learn

Background/Context: Teacher education faculty face increasing pressure to simultaneously strength... more Background/Context: Teacher education faculty face increasing pressure to simultaneously strengthen and reform teacher education programs while maintaining research productivity. The demands placed on teacher education programs to increase relevancy by strengthening clinical components of teacher preparation has once again reached the fore. The energy for this reform often rests on the shoulders of tenure-earning faculty who have developed as Engaged Scholars during their doctoral preparation and wish to continue this work as they enter the professoriate. Teachers College Record, 115, 070304 (2013) 2 Today teacher education faculty at research-intensive universities face increasing urgency and responsibility to simultaneously strengthen teacher education programs while increasing their own research productivity. Compounding these pressures is the recent call from the NCATE Blue Ribbon Report Panel (NCATE, 2010) which echoes a cacophony of earlier voices from the field of teacher education (e.g.tion of Colleges of Teacher Education) who have called for robust clinical experiences that tightly couple theory and practice. Over 20 years ago this reform movement began when the Holmes Group (1986Group ( , 1990 Purpose/Objective/Research Question/Focus of Study: This article investigates and describes the experiences of new, tenure-earning faculty who sought working conditions that would support their involvement in reform oriented, clinically rich teacher education, and Engaged Scholarship. Population/Participants/Subjects: This is a qualitative study with seven participants who worked as assistant professors across four different research-intensive state universities. Each university has a history of involvement in either the Holmes Partnership or the National Network for Educational Renewal, organizations that target integrating faculty members into partnership schools making this a part of their teacher education work. Research Design: This qualitative self-study, guided by a constructivist epistemology , seeks to understand tenure-earning faculties' experiences as they enter the professoriate. This study makes use of interpretivism as a theoretical perspective. Data Collection and Analysis: This research uses focus group transcripts as the primary data source. Additional data sources include program artifacts such as meeting agendas and minutes, blog entries, and field notes that were used during the four taped focus groups to generate discussion related to research questions.

Generating PDS Possibility and Practicality Thinking Using a Case and Protocol Tool to Enhance PDS Development

An important feature of professional development school (PDS) work is encouraging collaborative r... more An important feature of professional development school (PDS) work is encouraging collaborative reflective dialogue that guides a partnership toward actualizing the possibilities for and mission of a PDS. This article provides a case illustration of a fictitious, exemplary PDS and a protocol that in combination can be used by PDSs interested in generating possibilities for their partnership development. As PDSs enter their second and third decades of existence, sustainability and accountability for authentic and deep partnership activities becomes increasingly complex to initiate and sustain. Given the importance of understanding the key features of PDS work, PDS educators benefit by using tools that help partnerships continually build important structures and roles as well as the ''signature pedagogy'' that often sets PDSs apart from traditional clinical placements and reflects the full mission of PDS work. This paper provides a pair of tools designed to generate discussion about PDS structures, roles, and ''signature pedagogy'' for PDSs interested in revitalizing or strengthening their partnership work. NAPDS Essential(s) Addressed: #1/A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; #2/A school–university culture committed to the preparation of future educators that embraces their active engagement in the school community; #3/Ongoing and reciprocal professional development for all participants guided by need; #4/A shared commitment to innovative and reflective practice by all participants; #6/An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved; #7/A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; #8/Work by college/ university faculty and P–12 faculty in formal roles across institutional settings.

Preservice Teacher Education and Response to Intervention Within Multi-Tiered Systems of Support: What Can We Learn from Research and Practice?

Handbook of Response to Intervention, 2015

What are Qualities of Effective Inclusive Schools?

Research and Practice, 2014

WE BECAME TEACHERS TOGETHER: UNDERSTANDING COLLABORATIVE TEACHING AS INNOVATION IN UNIFIED TEACHER EDUCATION

With the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and N... more With the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and No Child Left Behind legislation (2001), teacher education programs are recognizing the importance of helping general and special education prospective teachers gain the skills necessary to share the responsibility for educating students with disabilities. One approach for developing shared responsibility within teacher education programs is the development of cooperative teaching placements that nurture the skills necessary for collaboration. This study explores how co-teaching within a pre-internship cultivates prospective teacher collaboration and enhances teacher learning. The findings of this study are revealed through three metaphorical themes: "Teachers playing together: Collegiality, Job Satisfaction, and Shared Responsibility," "The Gift of the Gab: A Cycle of Teacher Talk, " and, "Cruising Together: Navigating the Politics of Schools. " These themes suggest that co-teachingfield placements show promise for prospective teacher development, preparing teachers to work in collaborative school cultures, and shifting the gaze toward partnering to meet the needs of diverse students.

One family’s perspective of their experiences with school and district personnel over time related to inclusive educational services for a family member with significant disabilities

Since the passage of special education legislation (ie, PL 94-142 [US Department of Education, 19... more Since the passage of special education legislation (ie, PL 94-142 [US Department of Education, 1975], Individuals with Disabilities Education Act [US Department of Education, 2004]), many parents have advocated for their children with disabilities to spend more time in learning environments that least restrict their child's access to general education and to peers without disabilities.

Educating students with mental retardation in general education classrooms: An analysis of national and state trends

r: Empirical evidence and federal mandates support the notion that students with mental retardati... more r: Empirical evidence and federal mandates support the notion that students with mental retardation (MR) should spend some or much of the school day in general education classrooms. This study investigated trends in state-level rates for placing students in different educational settings between 1989-90 and 1999-2000. The research utilized state-reported data published in the Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Results indicate that during the 1990s (a) identification rates remained stable, (h) the proportion of students labeled with MR placed in general education classrooms for some or much of the school day increased from 27.3% to 44.7%, (c) placement in separate settings decreased from 72.7% to 55.3%, and (d) the proportion of students with MR placed in separate facilities decreased by 46%. Evidence also suggests that the U.S. has reached a plateau in educating students with MR in general education classrooms. Implications and suggestions for future research are provided.

Implementing mathematics RTI at the secondary level: Critical Questions school leaders should consider

Sustaining partnerships

Response to intervention: A framework for action

Are We Moving Toward Educating Students With Disabilities in Less Restrictive Settings?

The Journal of Special …, Jan 1, 2010

The least restrictive environment (LRE) mandate provides a preference for educating students with... more The least restrictive environment (LRE) mandate provides a preference for educating students with disabilities in general education classrooms while allowing separate class services as necessary to meet student needs. This study investigated changes in national LRE placement trends for students with disabilities from 1990-1991 through 2007-2008. Findings revealed a significant increase in placements in general education settings and a substantial decrease in more restrictive placements. Placement practices for students at the secondary level changed substantially more than placements for elementary students, although both groups moved toward significantly less restrictive placement practices. Students with learning disabilities accounted for much of the overall change in placement practices, whereas students with emotional or behavioral disorders and intellectual disabilities experienced smaller changes in less restrictive placements.

Preparing Prospective Elementary Teachers for Inclusive Classrooms: Co-teaching, Accommodations, and Community Building

With the recent re-authorization of the Individuals with Disabilities Education Act (IDEA) in 199... more With the recent re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and the subsequent passage and implementation of the No Child Left Behind Act (NCLB), pre-service teacher education programs are recognizing the importance of helping general and special education prospective teachers gain the skills necessary to share the responsibility for educating students with disabilities. This case study explores how embedding a co-teaching field experience within a professional development school context cultivated prospective and practicing teacher communication, collaboration, and learning. The findings of this study are revealed through five metaphorical themes that capture both the prospective teachers' experiences and the structures that made that type of learning possible. The conclusions drawn suggest that a community synergy can be created that helps sustain the work of teacher education over time and positive working relationships are developed when teams of teachers and university faculty collaborate around a common vision.

Communication and Conflict on Three Teaching Teams

by David Hoppey and Patricia Ashton

… for inclusive teaching …, Jan 1, 2005

Learning Disabilities and the LRE Mandate: An Examination of National and State Trends

by James McLeskey and David Hoppey

… Research & Practice, Jan 1, 2011

This study was conducted to examine changes in the identification rates and national and state pl... more This study was conducted to examine changes in the identification rates and national and state placement practices for school age students with learning disabilities (LD) between 1990-1991 and 2008-2009. Findings revealed that while identification rates of students with LD declined by about 4 percent during this time, general education placements increased over 166 percent, pullout placements declined by more than 50 percent, while students educated in highly restrictive separate class and separate school settings declined by approximately 60 percent. Unlike earlier studies, most states made at least some progress toward educating students with LD in less restrictive settings. Much of the change in placement practices for students with LD occurred since 2000.

Are We Moving Toward Educating Students With Disabilities in Less Restrictive Settings?

by James McLeskey and David Hoppey

The Journal of Special …, Jan 1, 2010

The least restrictive environment (LRE) mandate provides a preference for educating students with... more The least restrictive environment (LRE) mandate provides a preference for educating students with disabilities in general education classrooms while allowing separate class services as necessary to meet student needs. This study investigated changes in national LRE placement trends for students with disabilities from 1990-1991 through 2007-2008. Findings revealed a significant increase in placements in general education settings and a substantial decrease in more restrictive placements. Placement practices for students at the secondary level changed substantially more than placements for elementary students, although both groups moved toward significantly less restrictive placement practices. Students with learning disabilities accounted for much of the overall change in placement practices, whereas students with emotional or behavioral disorders and intellectual disabilities experienced smaller changes in less restrictive placements.

Educating students with mental retardation in general education classrooms

by James McLeskey and David Hoppey

Exceptional Children, Jan 1, 2006

Critical Questions about Mathematics RTI

Principal Leadership, Nov 1, 2011

Developing Educators for Inclusive Classrooms through a Rural School' University Partnership

Abstract - This narrative illustrates a school-university partnership's attempt to prepare inclu... more Abstract - This narrative illustrates a school-university partnership's attempt to prepare inclusive educators for working in inclusive classrooms. This partnership, located in a rural school located in the southeastern United States, consisted of collaboration between a variety of stakeholders, including school-and university-based educators and district partners committed to preparing a context for pre-service teacher and in-service teacher learning. The narrative shares how the partnership's initiatives assisted in developing pre-service teachers as inclusive educators, enhanced in-service teachers' capacity to teach in inclusive classrooms, created pre-service teacher interest in working in rural schools, and improved student outcomes. If you are enjoying reading this article, please consider subscribing to RSEQ or joining ACRES at http://acres-sped.org.

Linking Action Research to Response to Intervention (RtI): The Strategy Implementation Project

This paper showcases how one teacher preparation program embedded action research within the Resp... more This paper showcases how one teacher preparation program embedded action research within the Response to Intervention (RtI) model. This integration helped preservice teachers gain a deeper knowledge of RtI key concepts and pedagogical decision making for meeting diverse students' needs. Examples from a course assignment are provided to demonstrate how an action research framework helped cultivate the professional knowledge and skills needed to understand and successfully implement the RtI decision-making process. A brief discussion and implications for teacher preparation programs are also shared.

Adapting Mathematics Core Curricula to Meet the Needs of Students with Disabilities

For the past 2 years, Mrs. Perez, a third-grade teacher, and Mr. Williams, a special education te... more For the past 2 years, Mrs. Perez, a third-grade teacher, and Mr. Williams, a special education teacher, have co-taught a diverse class of 22 students, including 10 students with disabilities. Although they enjoy their collaborative relationship, Mrs. Perez, an 11-year veteran, would prefer to spend her day teaching reading and early writing instruction; similarly, Mr. William's love for reading and his desire to support students who struggle with reading and writing skill development motivated him to become a special education teacher. Although neither dislikes mathematics, it does not come as naturally to them. Mrs. Perez also feels a great deal of anxiety from the pressure of state assessments in a content area that had been a struggle for her as a learner. It is not surprising that for guidance they both cling to the district-adopted mathematics textbook and its supporting resources. The "toolbox" of resources Mr. Williams has collected and developed over the years for teaching reading, combined with Mrs. Perez's own reading strategies treasure trove, could serve as an accredited series independent of district resources. However, in mathematics, their concern about the content limits them to the core textbook and two resources suggested for struggling learners. Having nearly completed a second year together, they are increasingly concerned about what they are not doing, what the textbook does not provide, and their need for additional supports and solutions to help them truly meet the needs of their 22 students, especially those with disabilities.

Micropolitical and Identity Challenges Influencing New Faculty Participation in Teacher Education Reform: When Will We Learn

Background/Context: Teacher education faculty face increasing pressure to simultaneously strength... more Background/Context: Teacher education faculty face increasing pressure to simultaneously strengthen and reform teacher education programs while maintaining research productivity. The demands placed on teacher education programs to increase relevancy by strengthening clinical components of teacher preparation has once again reached the fore. The energy for this reform often rests on the shoulders of tenure-earning faculty who have developed as Engaged Scholars during their doctoral preparation and wish to continue this work as they enter the professoriate. Teachers College Record, 115, 070304 (2013) 2 Today teacher education faculty at research-intensive universities face increasing urgency and responsibility to simultaneously strengthen teacher education programs while increasing their own research productivity. Compounding these pressures is the recent call from the NCATE Blue Ribbon Report Panel (NCATE, 2010) which echoes a cacophony of earlier voices from the field of teacher education (e.g.tion of Colleges of Teacher Education) who have called for robust clinical experiences that tightly couple theory and practice. Over 20 years ago this reform movement began when the Holmes Group (1986Group ( , 1990 Purpose/Objective/Research Question/Focus of Study: This article investigates and describes the experiences of new, tenure-earning faculty who sought working conditions that would support their involvement in reform oriented, clinically rich teacher education, and Engaged Scholarship. Population/Participants/Subjects: This is a qualitative study with seven participants who worked as assistant professors across four different research-intensive state universities. Each university has a history of involvement in either the Holmes Partnership or the National Network for Educational Renewal, organizations that target integrating faculty members into partnership schools making this a part of their teacher education work. Research Design: This qualitative self-study, guided by a constructivist epistemology , seeks to understand tenure-earning faculties' experiences as they enter the professoriate. This study makes use of interpretivism as a theoretical perspective. Data Collection and Analysis: This research uses focus group transcripts as the primary data source. Additional data sources include program artifacts such as meeting agendas and minutes, blog entries, and field notes that were used during the four taped focus groups to generate discussion related to research questions.

Generating PDS Possibility and Practicality Thinking Using a Case and Protocol Tool to Enhance PDS Development

An important feature of professional development school (PDS) work is encouraging collaborative r... more An important feature of professional development school (PDS) work is encouraging collaborative reflective dialogue that guides a partnership toward actualizing the possibilities for and mission of a PDS. This article provides a case illustration of a fictitious, exemplary PDS and a protocol that in combination can be used by PDSs interested in generating possibilities for their partnership development. As PDSs enter their second and third decades of existence, sustainability and accountability for authentic and deep partnership activities becomes increasingly complex to initiate and sustain. Given the importance of understanding the key features of PDS work, PDS educators benefit by using tools that help partnerships continually build important structures and roles as well as the ''signature pedagogy'' that often sets PDSs apart from traditional clinical placements and reflects the full mission of PDS work. This paper provides a pair of tools designed to generate discussion about PDS structures, roles, and ''signature pedagogy'' for PDSs interested in revitalizing or strengthening their partnership work. NAPDS Essential(s) Addressed: #1/A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community; #2/A school–university culture committed to the preparation of future educators that embraces their active engagement in the school community; #3/Ongoing and reciprocal professional development for all participants guided by need; #4/A shared commitment to innovative and reflective practice by all participants; #6/An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved; #7/A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; #8/Work by college/ university faculty and P–12 faculty in formal roles across institutional settings.

Preservice Teacher Education and Response to Intervention Within Multi-Tiered Systems of Support: What Can We Learn from Research and Practice?

Handbook of Response to Intervention, 2015

What are Qualities of Effective Inclusive Schools?

Research and Practice, 2014

WE BECAME TEACHERS TOGETHER: UNDERSTANDING COLLABORATIVE TEACHING AS INNOVATION IN UNIFIED TEACHER EDUCATION

With the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and N... more With the re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and No Child Left Behind legislation (2001), teacher education programs are recognizing the importance of helping general and special education prospective teachers gain the skills necessary to share the responsibility for educating students with disabilities. One approach for developing shared responsibility within teacher education programs is the development of cooperative teaching placements that nurture the skills necessary for collaboration. This study explores how co-teaching within a pre-internship cultivates prospective teacher collaboration and enhances teacher learning. The findings of this study are revealed through three metaphorical themes: "Teachers playing together: Collegiality, Job Satisfaction, and Shared Responsibility," "The Gift of the Gab: A Cycle of Teacher Talk, " and, "Cruising Together: Navigating the Politics of Schools. " These themes suggest that co-teachingfield placements show promise for prospective teacher development, preparing teachers to work in collaborative school cultures, and shifting the gaze toward partnering to meet the needs of diverse students.

One family’s perspective of their experiences with school and district personnel over time related to inclusive educational services for a family member with significant disabilities

Since the passage of special education legislation (ie, PL 94-142 [US Department of Education, 19... more Since the passage of special education legislation (ie, PL 94-142 [US Department of Education, 1975], Individuals with Disabilities Education Act [US Department of Education, 2004]), many parents have advocated for their children with disabilities to spend more time in learning environments that least restrict their child's access to general education and to peers without disabilities.

Educating students with mental retardation in general education classrooms: An analysis of national and state trends

r: Empirical evidence and federal mandates support the notion that students with mental retardati... more r: Empirical evidence and federal mandates support the notion that students with mental retardation (MR) should spend some or much of the school day in general education classrooms. This study investigated trends in state-level rates for placing students in different educational settings between 1989-90 and 1999-2000. The research utilized state-reported data published in the Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Results indicate that during the 1990s (a) identification rates remained stable, (h) the proportion of students labeled with MR placed in general education classrooms for some or much of the school day increased from 27.3% to 44.7%, (c) placement in separate settings decreased from 72.7% to 55.3%, and (d) the proportion of students with MR placed in separate facilities decreased by 46%. Evidence also suggests that the U.S. has reached a plateau in educating students with MR in general education classrooms. Implications and suggestions for future research are provided.

Implementing mathematics RTI at the secondary level: Critical Questions school leaders should consider

Sustaining partnerships

Response to intervention: A framework for action

Are We Moving Toward Educating Students With Disabilities in Less Restrictive Settings?

The Journal of Special …, Jan 1, 2010

The least restrictive environment (LRE) mandate provides a preference for educating students with... more The least restrictive environment (LRE) mandate provides a preference for educating students with disabilities in general education classrooms while allowing separate class services as necessary to meet student needs. This study investigated changes in national LRE placement trends for students with disabilities from 1990-1991 through 2007-2008. Findings revealed a significant increase in placements in general education settings and a substantial decrease in more restrictive placements. Placement practices for students at the secondary level changed substantially more than placements for elementary students, although both groups moved toward significantly less restrictive placement practices. Students with learning disabilities accounted for much of the overall change in placement practices, whereas students with emotional or behavioral disorders and intellectual disabilities experienced smaller changes in less restrictive placements.

Preparing Prospective Elementary Teachers for Inclusive Classrooms: Co-teaching, Accommodations, and Community Building

With the recent re-authorization of the Individuals with Disabilities Education Act (IDEA) in 199... more With the recent re-authorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and the subsequent passage and implementation of the No Child Left Behind Act (NCLB), pre-service teacher education programs are recognizing the importance of helping general and special education prospective teachers gain the skills necessary to share the responsibility for educating students with disabilities. This case study explores how embedding a co-teaching field experience within a professional development school context cultivated prospective and practicing teacher communication, collaboration, and learning. The findings of this study are revealed through five metaphorical themes that capture both the prospective teachers' experiences and the structures that made that type of learning possible. The conclusions drawn suggest that a community synergy can be created that helps sustain the work of teacher education over time and positive working relationships are developed when teams of teachers and university faculty collaborate around a common vision.

Communication and Conflict on Three Teaching Teams

by David Hoppey and Patricia Ashton

… for inclusive teaching …, Jan 1, 2005