Mary Ann Matras recently expressed concerns about how a class with a large number of "inclusion" students had been taught. The lesson she described was seemingly devoted to a teacher tell and then student parrot format.
My experiences with special education are limited. However, it seems that developing procedual knowledge and using a behavioralist approach is the norm among the situations with which I am familiar. Several of my in-service graduate students have reported that much of the curriculum and methods they use is largely in conflict with the spirit of the Standards. Such an emphasis would be reflected in the type of teaching reported in the class which was observed.
I hope that readers with experiences in special education would provide responses to the original post.