Given the increased diversity of the population in the United States and the importance of early science, technology, engineering, and mathematics (STEM) learning, it is crucial to identify ways to reduce racial, ethnic, and gender disparities in STEM education. This is particularly important for children with disabilities with intersecting…

Traditional institutional research systems may limit who is counted and how they are counted because of limitations associated with disability classification, self-disclosure of disability status, and accessibility limitations inherent within some data-collection methods. As postsecondary institutions work toward improving access for disabled…

Disability-as-diagnosis, disability-as-identity, and disability-as-experience as pressing measurement issues in learning outcomes assessment are described in this paper. Disability represents a critically important latent variable in many learning outcomes assessment plans unless it is a formalized part of analytic plans. Noting the potential for…

Over the decades, it is evident that exceptional learners have been excluded from participating in international assessments such as OECD's PISA (Programme for International Student Assessment) due to their disabilities. Drawing on the interdisciplinary theories and perspectives of educational assessment, measurement, and early childhood special…

This report presents conceptual frameworks for inclusive learning, good practices in learning cities and recommendations for the future. The COVID-19 pandemic has had an enormous impact on life in cities, as well as exposing and exacerbating almost all forms of inequality. Access to high-calibre, resilient infrastructure, reliable basic services…

This paper reports perceived barriers and facilitators of disability-inclusive education, and outcomes of an effective system of inclusive education in the Solomon Islands. Data were gathered from a variety of stakeholder group participants (n = 10) and individual key informants (n = 2), ranging from parents of children with disabilities to…

Social media can contribute to an inclusive society, but they are also asymmetrical and polarised communication spaces. This requires competent teachers to build critical digital citizenship. The aim of this article is twofold: to present web scraping and text analytics as tools that define teachers' digital competences, and to investigate which…

To evaluate interim progress toward the State-identified Measurable Result (SIMR), states require access to high-quality data from local education agencies (LEAs) and early intervention service providers. In a review of 2017 Phase III State Systemic Improvement Plans (SSIP), 43 Part C states noted limitations or concerns related to data and…

The Office of Special Education Programs (OSEP) added four new data elements related to the local education agency (LEA) Maintenance of Effort (MOE) provisions of the Individuals with Disabilities Education Act (IDEA) in the MOE Reduction and Coordinated Early Intervening Services (CEIS) data collection. This resource, produced by The IDEA Data…

The World Health Organization estimates that 1 billion people in the world live with a disability, of whom UNICEF estimates 240 million are children. The majority of the world's children with disabilities live in low- and middle-income countries, where humanitarian crises are most likely to occur. Humanitarian crises increase the prevalence of…

Individualized education program (IEP) goals and objectives often provide illogical or insufficient methodological detail (e.g., Capizzi, 2008). Insufficient methods can lead to ambiguity among the staff members responsible for data collection or to data that fail to take into account factors that can affect performance or behavioral expression…

The 2015-16 Civil Rights Data Collection (CRDC) is a survey of public schools and school districts in the United States. The CRDC measures student access to courses, programs, staff, and resources that impact education equity and opportunity for students. The CRDC has long provided critical information used by the Department of Education's Office…

Positive teacher-student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of…

Extended school year (ESY) is a summer program available for students with disabilities who meet specific qualifying criteria. Teachers are often hesitant to accept the position of the ESY teacher due to the ambiguities and demands of the position. The purpose of this article is to briefly share the impetus and focus of ESY and give special…

This toolkit is designed to assist states as they plan for and carry out their efforts to collect, report, analyze, and use high-quality parent and family involvement data. It defines key concepts; offers guidance on ways to improve the quality of the collection, analysis, and use of parent and family involvement data; and provides resources and…