We overview several key issues of the past, present, and near future of special education for students with severe disabilities. We contextualize the Telos of special education by briefly remarking on its historical roots in the United States, then delve into several issues we believe are critical for advancing toward better outcomes for students…

This article is part of a case study of U.S. federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of the Office of Special Education and Rehabilitation Services and Directors of the Office of Special Education Programs or their equivalents in the former U.S. Office of Education and…

The last 20 years of federal legislation have seen a growth in the requirement that evidence-based practices be used to ensure improved student outcomes. The Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) each require educators to research, develop, and implement new practices aimed at meeting this expectation.…

Introduction: The primary purpose of the Individuals with Disabilities Education Act (IDEA) is to ensure free appropriate public education for individuals with disabilities in the least restrictive environment. The statute also mandates student's access and services for students' access to devices and technology as part of the individual education…

The identification and implementation of evidence-based practices by special education and general education teachers continues to be an issue in the field of education (Cook & Cook, 2011; Cook, Tankersley, Cook, & Landrum, 2008). Since the mandates of providing students with disabilities access to the general education curricula (IDEA,…

In 2001 the No Child Left Behind Act (NCLB) mandated that U.S. public schools provide evidence-based practice for individuals with learning disabilities. However, it is unclear whether U.S. public schools have consistently adhered to this mandate. The purpose of this study was to provide preliminary evidence regarding whether U.S. public schools…

Universal design for transition (UDT) refers to an approach to instructional planning, delivery, and assessment that bridges the gap between teaching academic and functional/transition goals. It builds upon the principals of universal design for learning (UDL) assuring that instructional practices are designed to meet the needs of diverse learners…

The No Child Left Behind Act (NCLB, 2002) has generated controversy and support since its inception. Parents, teachers, researchers, authors, advocates, protesters, and politicians have shared views and opinions based on "political" beliefs, biases, and anecdotal and research-based evidence that supports their stance. In attempt to…

With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. "The Oxford Handbook of School Psychology" synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners,…