- Volume 5, Issue 3, 1997

Shares processes for decision–making that are congruent with recent theory about literacy development of special needs students. Shows how student self–reflection and involving the learner in planning are essential for matching instruction to individual student needs. Discusses crafting the learning environment, knowing the learner, and thinking broadly about structures for support.

Describes one special education teacher’s experiences with inclusionary practices and with establishing an inclusive classroom with second and third graders from general and special education classes. Relates how a shy, withdrawn student was changed for the better as a result of shared values and trust among teachers involved in the inclusion model.

Argues that assessment must be authentic and occur in optimal contexts, and that such assessment should help teachers make instructional decisions. Describes the dramatically accelerated learning of a 10–year–old boy in a learning–handicapped classroom after his teacher worked intensively with the Optimal Learning Environment project and began to teach and assess literacy development in new ways.

Shows advocacy in practice as a special education teacher relates how he works with students and parents to ensure equitable and effective education. Describes building a different relationship between school and home via monthly meetings that focus on student progress shown in authentic assessments and activities. Describes a collaboration between a special education and a regular bilingual class.