This 2-year qualitative research study examined the decisions teachers made about their teaching practices in an inclusive professional development elementary school. Findings of the study revealed that the individual school community mutually negotiated a common definition of inclusion that was fundamentally grounded in students' active participation in classroom settings. Based on this common definition of inclusion, teachers constructed contexts of interaction such as student grouping practices, role responsibilities, types of instructional modifications, and student assessments that revealed unrecognized beliefs about legitimate access to cultural knowledge. One powerful and consistent process that evolved from the interactive nature of inclusive practices was the phenomenon of "benevolent collusion" among students with disabilities and teachers.

No abstract

Ms. Ruiz teaches in a 1:6 (1 teacher: 6 students) early childhood class for students with moderate disabilities. Some of her students have autism spectrum disorders, whereas others have intellectual disabilities. Ms. Ruiz also has a paraprofessional, Ms. Tyler, who works with students in the classroom. Although Ms. Ruiz was excited about having an extra adult in the classroom, she has discovered some problems that she feels she needs to address-namely, overdependence on the aide and adult attention. Although Ms. Tyler has established a strong connection with Carlos, who is 5 years old and has autism, and even though this connection is positive in many respects, Ms. Tyler is gradually assuming more responsibility for Carlos's instruction. Rather than assisting Carlos with organizational skills, Ms. Tyler will often locate, retrieve, and pack Carlos's supplies for him. Further, Ms. Tyler sits next to Carlos when in the general education classroom, restricting his access to peers and often providing answers for him. As a result, Carlos is regressing in selfmanagement, communication, and problem-solving skills. Sometimes, Ms. Ruiz feels as though her job would be much easier if she did not have a paraprofessional in her classroom.

No abstract

Designing homework to mediate executive functioning disorders of students with disabilities is critical to their future academic success. The article explains and defines different executive functions of the brain and how these impact students’ ability to benefit from homework assignments. Specific strategies are provided for designing differentiated homework assignments that mediate executive functioning skills.