ABSTRACT
Special education as a profession has evolved over time. What began as a parallel system to general education has become more complex as the needs and capabilities of students with disabilities have become better understood (Fuchs, Fuchs, & Stecker, 2010; Reynolds, Wang, & Walberg, 1987; Waldron & McLeskey, 2010). In fact, according to the 30th Annual Report to Congress on the Implementation of IDEA (US Department of Education, 2011), 53.7% of students with disabilities spend 80% or more of the school day in general education settings. Another 23.7% of students with disabilities spend a significant portion (40–79%) of their day in those settings. The roles of special and general educators have become less bounded, requiring more cooperation, as these professionals collaboratively address the needs of learners with disabilities in the general education classroom (McLeskey &Waldron, 2011).
