This narrative inquiry explored the schooling and professional experiences of seven teachers who were labeled with learning disabilities, and how those experiences affected their career decisions, teaching strategies, as well as relationships with their students, families, and friends. Their stories also challenged the associated stigmas and…

Response to intervention (RTI) emerged from the 2004 reauthorization of the Individuals with Disabilities Education Act, but the roots of RTI are found embedded within the history of the field of learning disabilities (LD) as well as other sources of influence. In what follows, we provide a brief history of LD and highlight the connection between…

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

As the call for evidence-based programs and practices heightens (e.g., the Every Student Succeeds Act), there is little doubt about the urgency to bring solid research into the classroom. Implementing findings generated from rigorous research continues to be a viable, trustworthy, and necessary factor in preventing and addressing learning…

This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi's (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based…

The purpose of this study was to examine the role of the special educator within a response-to-intervention (RTI) framework and to examine what instructional behaviors special educators evidence most frequently in the advanced RTI tiers (i.e., tiers beyond tier 1). Specifically, these two issues were investigated with regard to: (a) proportion of…

As educational professionals strive to help students become efficient and effective learners, they must assist in the development of student learning strategies and a greater understanding of the learning process. The purpose of this study was to analyze and compare the learning pattern preferences of middle and high school students in general…

Despite many accomplishments since the passing of the Education for All Handicapped Children Act, not all disabled children are benefiting from the law. Examples are cited from Douglas Biklen's study of schools that have achieved the integration of disabled and nondisabled students. (MLF)

Traces the history of special education services in Russia from its beginning in the early nineteenth century through the rapid expansion of both private and government-supported programs and institutions under the restrictive Soviet period. Changes being implemented currently are noted, including provision of learning disability specialists in…

This article discusses forces driving mathematics reform: shifting theoretical paradigms, disappointing levels of mathematics performance of students in the United States, and the impact of rapidly changing technologies. Concerns about this reform from the special education community are discussed, and synthesized special education research…

This study surveyed general education teachers in four private elementary/secondary schools in New Delhi, India, concerning their attitudes toward mainstreaming students with mild to severe disabilities and factors that teachers considered essential for successful mainstreaming. The 98-item survey elicited 32 responses. Results are discussed in…

This paper describes the vocational programs and transition planning services needed and received by 553 students with and without disabilities during their last year of high school in Oregon and Nevada. Results are discussed in terms of regular and specialized vocational instruction, school-sponsored work experience, vocational skills…

This monograph, one of a series on youth with disabilities and the juvenile justice system, focuses on the educational services provided to youth with behavioral and cognitive disabilities placed in the juvenile justice system. It reports on a review of correctional system monitoring reports, materials from enforcement actions taken against…

This study evaluated the transition components of the individualized education programs (IEPs) of 94 high school students with disabilities between the ages of 18 and 21. Results indicated that although most of the transition components complied with mandates of the Individuals with Disabilities Education Act, they lacked many of the essential…

This monograph resulted from a meeting of regular and special education leaders which addressed what works for the successful inclusion of students with special needs in regular education classrooms. The monograph focuses specifically on inclusion of students with learning disabilities. After an executive summary, the paper includes a review of…