The common goal of each of the components is the development of both efficacy and capacity to inspire children with disabilities to overcome challenges in the pursuit of excellence in math and science education. Consistent with Allinder's findings and the need for inclusive practices, the program is also designed to involve, from each school, a team that includes a special education teacher and a general education teacher, or a team of teachers working in an inclusionary environment. Regular feedback is essential. Opportunities for reflection and discussion with peers is essential.
Continued support is needed throughout the academic year.
The model is designed to provide teachers with access to appropriate instructional materials, educational technologies and hands-on experiences. This is accomplished by reinforcing formal training activities with practicum experiences where a small number of children are taught by workshop participants. The practicum provides teachers with the opportunity to practice their skills in a sheltered environment as the students benefit from highly desirable teacher to student ratios. The summer training program focuses on collaborative teaching, upgrading knowledge of math and science subject matter, and identifying, integrating and practicing alternative approaches for teaching science and math which address the needs of the special education students. The first week of the summer program concentrates on the preparation of the participants for the upcoming practicum through the introduction of science and math activities that expose the participants to new concepts, interactive training in science and mathematics methodologies, and adaptations for teaching students with disabilities.