Initiating and fading self-management interventions to increase math fluency in general education classes Several positive effects on math fluency and engaged time were documented when multiple component behavioral self-management interventions were used by students with and without disabilities

Whose Job is it anyway? Educational Roles in Inclusion This qualitative research on teachers’ perceptions of roles indicates that in their initial stages of inclusion, teachers maintain discrete role boundaries through an informal division of labor, but as the year progress role perceptions become less rigid as teaming becomes more cooperative

Broken promises: reading instruction in the resource room Observations of resource rooms and interviews of teachers incanted that teachers provided primary whole group instruction and little differentiated instruction or materials despite a wide range of reading abilities