y practices related to teaching students with disabilities were centered on instruction for each individual that took place in special education classrooms (Baker & Zigmond, 1995). Since the Education for All Handicapped Children Act there has been a shift to practices that are group-oriented or include accommodations to the general classroom. Preparation for teaching in the 1970s included a competency in diagnostic-prescriptive teaching and response-contingent instruction. By the 1980s it was common to administer assessment to learning-disabled students to determine skill deficiencies and provide an instruction plan that corrects these deficiencies. The 1990s brought reorganization to the education of special needs students. Pull-out policies, diagnostic-prescriptive skill building were no longer used and disability students were returned to general education settings that were designed to meet their needs (Baker & Zigmond, 1995).
Neary and Halvorsen (1995) pointed out t
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