The Individuals with Disabilities Education Act resulted in increased numbers of students with disabilities being included in the general education classroom. Both general and special education teachers continue to struggle with how to best accommodate these students (Hedeen & Ayres, 2002). Vaidya and Zaslavsky (2000) pointed out that many teachers are unaware of the challenge that must be faced in meeting the needs of disabled and gifted students. Academic diversity must prevail since students may perform in high or below-average ranges requiring modifications in curricula, delivery of instruction, and assessment strategies. Teaching must be redefined to assist special needs students and teachers require partnerships with a team that includes special education teachers and parents (Vaidya, 1997).
PL 94-142 (IDEA; Individuals with Disabilities Education Act) has goals, which are designed to assure that students with disabilities will receive their education with students who are not disabled, to the degree that it is possible. All disabled children must receive a free and appropriate public education and all states and schools are assisted in the providing of education for disabled children. Teachers must organize and manage the classroom to assist students with disabilities with alternative response formats and tests, additional space and equipment, and modifications such as use of peer buddies and cooperative group learning are needed (Strosnider, Lyon, & Gartland, 1997).
Teachers must be trained to identify and deal with the disabled student, teachers must receive support and collaboration to work in inclusive environments, and case studies must be used to help understand how to include all students (Turner, 2003; Wood, 1998). Monahan, Marino, and Miller (1996) noted further that teachers of disabled students must understand the functions of learning in the brain and how they are affected by the specific disabilit...