Curricular and instructional adaptations: Views of special and general education student teachers and their cooperating teachers

The study examined perceptions of general and special education student teachers and their cooperating teachers regarding the importance and use of various instructional strategies needed in diverse and inclusive classrooms. Participants responded to a 45‐item questionnaire. Major findings revealed similar rankings regarding the importance and frequency of use of many strategies. Ranked high on importance and use were strategies that focused on direct teacher interventions, practices that fostered an enabling classroom environment for teaching and learning, and positive behavior management interventions. Low‐ranked items included strategies that represented negative or punitive responses to students. Of the remaining strategies, differential rankings among groups were noted. Implications for practice and research are discussed.