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Inclusion is a contemporary educational movement impacting the role of the classroom teacher. As a result, teacher education programs have made attempts to incorporate inclusive education as part of their curricula. An analysis of the literature reveals that inclusion training has favorable effects on the attitudes of preservice teachers, but has little effect on their perceptions of preparedness to teach in inclusive classrooms. A common complaint is that the focus is heavily weighted on theory, as opposed to practical experience. To address such concerns, the authors recommend the Individual Direct Experience Approach (IDEA) as an innovative approach to preparing teachers for inclusive classrooms.

This article discusses two activities—Readers Theatre and Rhythm Walks—that encourage students to “get moving” with fluency instruction. Movement can be a motivating factor for struggling students, as well as a kinesthetic tool for conceptualizing the rhythm and flow of fluent reading while triggering brain function for optimal learning. Also included is a discussion of the importance of motivating struggling students in order to engage them long enough to elicit changes in reading behavior and to learn to generalize skills to new experiences.

There is a paucity of research on the day-to-day experiences of raising gifted children from the perspective of parents. This qualitative study aimed to delve deeply into the phenomenon by interviewing parents of elementary-age gifted children. We conducted 12 interviews with parents whose children attended gifted schools. The interview transcripts were analyzed using thematic analysis to identify key themes related to the experience of parenting gifted children. Themes identified included the parents’ description of a “child-driven” approach to parenting, experiencing social isolation due to a lack of understanding, and physical and emotional feelings of exhaustion. The findings are particularly important for parents of gifted children, and other professionals who would benefit from a better understanding of the day-to-day experience of raising gifted children.

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