| Abstrakt: |
The national expectation is that general education teachers enter practice prepared to educate all of the diverse students in their classroom. Arguments for the inclusion of students with disabilities in laboratory schools, with a focus on the five functions of laboratory schools indicated by NALS, are presented. The national expectation is that general education teachers enter practice prepared to educate all of the diverse students in their classroom (see Interstate New Teacher Assessment and Support Consortium, 1992; National Council for Accreditation of Teacher Education, 2008) yet not all laboratory schools educate students with diverse abilities. Unfortunately, addressing the importance of all areas of diversity, which we strongly endorse, is beyond the scope of this article. Instead we will focus on the role of the laboratory school in preparing teachers to effectively serve students with disabilities. General education teachers are expected to teach special education students in their classroom and as a result need to be able to identify and implement early intervention strategies, document student response to intervention, and demonstrate accountability in their practice with these students (Pugach, 2005). [ABSTRACT FROM AUTHOR] |
