Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and

More importantly, our appreciative and participatory stance with our co-researchers has allowed us to witness and learn about the cutting edge of leadership work in such a way that is and feels qualitatively different from other research traditions we have used in the past, because it is built on valuing. Even though it is challenging at times (Ospina et al. 2002), our inquiry space is enhanced by our collaboration

This creates a problem in education, as there is already a disproportionate demand for Special Education teachers, while there are not enough to meet the demand of the increasing numbers of students needing their services. Specifically, Whitaker also mentions the following factors in contributing to the isolation problem and the lack of teacher retention: 1) a lack of preparation for the realities of the profession; 2) a reluctance in teachers

In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special

55). Hence, good ideas need to be brought to the fore so special education teachers can help students progress in a society that is too often indifferent to their needs. King-Sears presents and then rebuts two fallacies vis-a-vis that students with disabilities cannot master content that "…at times seems to be swiftly passing them by" (56). The first fallacy -- students with disabilities can't learn general education curriculum -- can

special education has changed dramatically. Gone are the days of the special classroom down the hall where special education students were hidden away and kept from the general student population. Gone are the days when special education students were given comic books to read and passed because they were there. Civil rights mandates of the 1960's turned the world of special education inside out and today, four decades later,