Abstract
The Integrated Special Education-English Project (ISEP) was designed to facilitate the gradual integration of special education and English teacher preparation programs. In the ISEP, special education and English faculty cooperatively teach methods courses that prepare student teachers to implement English instruction with handicapped and nonhandicapped students. A description of the ISEP model is included and a case study is used to illustrate its implementation. Results from the case study indicate that the student teachers who participated in the ISEP improved their special education and English teaching skills. Participating faculty reacted positively to the cooperative processes inherent in the ISEP. Education departments benefit from the ISEP, as well as the handicapped and nonhandicapped students who are the recipients of the integrated English instruction. The ISEP is a helpful tool in assisting academic departments in the gradual merging of regular and special education teacher preparation programs.
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