This article was developed to assist the regular education elementary classroom teacher in utilizing practical bibliotherapy strategies for the inclusive classroom. Using quality children's literature for bibliotherapy helps students to grow socio-emotionally by identifying with the main character in the story with a disability which leads to personal insight and growth. Teachers will learn how to use a checklist which was developed by the authors to select appropriate bibliotherapy literature and lead classroom discussions. A top ten list of books on bibliotherapy for the inclusive elementary classroom is provided.

Cyber schools for K-12 students are growing in number. It is vital that appropriate strategies are devised in order to meet the needs of students with exceptionalities. The PA Cyber Charter School serves 353 students who have Individualized Education Plans. Parent surveys were thematically analyzed and revealed six predominant themes, including communication, interests, focus, less-stigma from the special education label, education differences in comparison to other methods, and cyber school shortcomings. The study also utilized the action research model to determine and present the techniques and strategies that are working in the PA Cyber Charter School for their students with special needs. Teacher-tested documents included in the Appendix were based on the study, and a model for special needs strategies in the cyber learning environment has been established through this article.

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Cyber schools for K-12 students are growing in number. It is vital that appropriate strategies are devised in order to meet the needs of students with exceptionalities. The PA Cyber Charter School serves 353 students who have Individualized Education Plans. Parent surveys were thematically analyzed and revealed six predominant themes, including communication, interests, focus, less-stigma from the special education label, education differences in comparison to other methods, and cyber school shortcomings. The study also utilized the action research model to determine and present the techniques and strategies that are working in the PA Cyber Charter School for their students with special needs. Teacher-tested documents included in the Appendix were based on the study, and a model for special needs strategies in the cyber learning environment has been established through this article.

The objective of this article is to present the Pre-Conceptual Map methodology as a formalized way to identify, document, and utilize preconceived assumptions on the part of the researcher in qualitative inquiry. This technique can be used as a stand alone method or in conjunction with other qualitative techniques (i.e., naturalistic inquiry). This document explains how to utilize the process and includes specific examples based on a formal study of the pilot of The Drama Discovery Curriculum. The article highlights the Pre-Conceptual Map methodology for use by other researchers by examining: the need for the methodology, how it is related to the literature, the implications for other professions, and the contribution to the field of qualitative methodology.