Despite advances in the science of teaching reading, there still exists a small percentage of students who fail to make the expected progress in reading-related skills, notwithstanding attempts at intervention. Even if these struggling readers learn to decode adequately, fluency remains a problem for many, and little is known about the effectiveness of fluency interventions for older students with severe reading deficits. This study used a randomized experimental design to test the efficacy of a fluency intervention program on the word-identification and reading-comprehension outcomes of 60 middle-school students with severe reading delays. Results showed that students in the experimental group made more progress on standardized tests of reading fluency than students in the control group. No gains were seen in reading comprehension.

Emulating realistic school environments and practicing difficult conversations between collaborating teachers are necessary for teacher candidates to prepare for potentially challenging workplace realities. In an effort to determine best practices for doing so in university classroom settings, a study was conducted comparing role-play with mixed-reality simulation in preservice courses. Half of the participants interacted in role-play; the other half interacted with an avatar in a mixed-reality simulation in a case study with a reluctant coteacher. Participants completed pre- and postsurveys aimed at measuring their opinion of the value of having a coteacher and indicate their perception of usefulness and realism of role-play and mixed-reality. Findings indicate that participants found mixed-reality sessions significantly more realistic and a more useful practice tool when compared with role-play participants. These findings demonstrate promise for continued use of mixed-reality simulation and invites conversation about simulation targeting practice of concepts difficult to replicate in university classrooms. Additional significant findings indicate that participants realized greater value of coteaching partners in the simulated environment. Findings are encouraging because coteaching is commonly used to assist with including students with special needs in general education classrooms; preservice programs must effectively teach communication methods to students in preparation for their future careers.

The purpose of this study was to examine the startup of a charter elementary school specifically designed to be fully inclusive. Twenty-one adult stakeholders, including parents, teachers, staff, and an administrator, were interviewed and asked a series of questions designed to solicit information about what they identified as strengths and challenges in the first year of the school. Four major themes emerged from these interviews: Components critical to the operation of the school, initial challenges overcome, positive outcomes, and ongoing challenges. Areas of interest emerging from the study include the distribution of services for students with disabilities, the need for a challenging curriculum for all students, and the university–school district partnership.

the Council for Exceptional Children (CEC). Dr. Cook is also active in professional associations and has served as president of CEC's Teacher Education Division and as a fellow in the Association for Educational Therapists. An advocate for national standards in program accreditation and standards for professional practice, Dr. Cook was a member of CEC's subcommittee on accreditation from 1988 to 1993 and was a member of the Board of Examiners for the National Council for Accreditation of Teacher Education (NCATE) from 1993 to 2002. She currently serves on California's Committee on Accreditation. Dr. Cook has published numerous articles and presented extensively around the country on issues in personnel preparation, particularly in the areas of collaboration among professionals, inclusion, and the support and retention of special education professionals. With Dr. Marilyn Friend, she co-authored Interactions: Collaboration Skills for School Professionals (2003). Dr. Cook is also the author of Support Groups for Practicing Special Education Professionals (1992).Dr. June Downing earned her PhD from the University of Arizona. She has been the project director of several federally funded projects to train teachers in the areas of severe and multiple disabilities and deaf-blindness. She is currently the project director of two such training projects and is also a project codirector of a model demonstration project in the area of deaf-blindness. The focus of Dr. Downing's past 18 years of personnel preparation has been in the area of inclusive education for students with disabilities. Dr. Downing has made numerous presentations at local, state, regional, national, and international workshops, as well as in-services and conferences. She is a member of several national/international organizations that represent people who have developmental and sensory disabilities. She is on the Executive Board Drs. Lynne Cook and June Downing serve together as professors in the Department of Special Education at California State University, Northridge (CSUN). Dr. Cook received her PhD in special education from the University of Michigan. She has taught general and special education students in public elementary and secondary schools and has taught in and directed clinical programs. Her professional preparation efforts over the past 20 years have been to train professionals to work collaboratively in inclusive settings. Her accomplishments include the development of school-based programs and curriculum for teaching collaboration, teaming, and co-teaching skills. She has also had professional experience as a legislative associate in the U.S.

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