The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who have complex and resource-intensive social,…

The 2020-2021 school year presented unprecedented challenges for States and local educational agencies (LEAs) throughout the country because of the national pandemic caused by the novel coronavirus disease 2019 (COVID-19). For successful recovery efforts, it is essential to examine the expectations for children with disabilities, English learners…

As the educational environment is moving more towards a technology-rich system, students with visual impairments (VI) educated in general education classrooms must be guaranteed equitable access to content curricula. The purpose of this study was to understand the experiences of middle school students with VI when accessing and using technologies…

This case is designed to help school leaders develop skills needed to work with interdisciplinary groups while demonstrating the complex issues faced while considering the special education needs of students. The case further examines a child study team meeting from the lens of different participants, including the principal, teacher, school…

The ability to significantly increase and sustain gains in early literacy for students with disabilities and a desire to bridge the gap between compliance and results-driven accountability (RDA) led Washington State to innovate a solution. This state spotlight will focus on Washington's improvement strategy to address this early literacy challenge…

Ivymount Social Cognition Instructional Project (IvySCIP) supports teachers and related service providers to implement data-driven social and emotional learning (SEL) instruction for their kindergarten through 5th grade students with social cognition challenges, especially those with high functioning autism spectrum disorders (HF-ASD). Based on…

The goal of a Comprehensive K-3 Reading Policy is to ensure all students read on grade level by the end of third grade. A comprehensive policy ensures early identification of struggling readers and establishes intensive reading intervention for K-3 students who need more support to become successful readers. The policy focuses on demonstrated…

The federal McKinney-Vento Act broadly defines homelessness in an effort to provide protections and supports for students living in a variety of unstable housing situations. This ensures school stability and continued enrollment at a time when a student's nighttime residence may be constantly changing. In Washington, the number of children and…

The purpose of this study was to investigate the frequency with which students use math word problem strategies during and after schema-based instruction. It examines the extent to which students increase their ability to correctly solve word problems. It compares students' attitudes toward mathematics problem solving before and after schema-based…

The aim of this study was to explore home-school collaboration in the areas of assessment, placement, and Individual Education Plan (IEP) development for children identified with disabilities or special educational needs (SEN) in Macao. Despite the noted benefits of parent-school partnerships from prior research, minimal research has been…

Questions still exist about the interplay between foundational literacy components and budding cognitive structures that are thought to influence advanced reading abilities. Understanding interactions between executive functions (EFs) and specific early reading skills could contribute to our understanding of later reading achievement. The present…

Inclusive education has been promoted in primary and secondary schools in Hong Kong since the 1990s, and it has now spread to pre-primary education. Without qualified teachers and sufficient resources, however, it is difficult to implement inclusion in early childhood settings. This case study investigated how inclusive education was practised in…

The federal McKinney-Vento Act defines homelessness broadly in an effort to provide protections and supports for students living in a variety of unstable housing situations. This ensures school stability and continued enrollment at a time when a student's nighttime residence may be constantly changing. In Washington, the number of children and…

Abundant empirical research points to a significant number of students not going to school across the United States. Further yet, there exists strong research consensus that absenteeism predicts negative and persistent academic outcomes for students. LEAs and related stakeholders have rightly adopted measurement and intervention on student…

Recent studies report the cumulative prevalence of behavioral disorders among school-age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at-risk behavior can be reliably…