academic progress each year.This movement was met with great resistance from both general and special education stakeholders. While laws may dictate physical arrangement of students and scientifically proven methods of effective instruction, it cannot mandate positive or favorable attitudes and the spirit of collaboration.These attributes must be developed. Universities are constantly adapting the curriculum to meet the growing demands of not only the laws, but also the stakeholders. New teachers are entering the classroom fully aware that they must be able to design
a classroom environment that meets the needs of a very diverse student population. Universities are providing future students with the opportunity to
experience and support, to become collaborative team members through innovative curriculum designed to foster this essential skill.These changes have paved the way for new faculty to instantly contribute to the collaborative process. Universities have the easier path in training new teachers. School administrators have a more challenging task. School administrations are often responsible for preparing veteran teachers to engage in the collaborative process and to equip them with the expertise to take on the challenges that inclusion presents. Both general and special educators have been stretched out of their comfort zones. see SPIRIT page 22
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0RO3IM n 2ESTAURANT HAS ANALYTICAL REPORTS INCLUDING AN INCOME STATEMENT BALANCE SHEET AND MANY MORE RESTAURANT SPECIFIC REPORTS
SouthEast Education Network ™ SPRING 2011
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