Students who receive special education services are identified as having one of the 13 disabilities categories recognized by the Individuals with Disabilities Education Act. This identification allows for services such as educational, social-emotional, and/or behavioral supports. However, labeling students with a disability can also have…

The reading trajectory of African Americans males within the PreK-12 special education system has been at the forefront of scholarship. This case study was to understand how Zion's misidentification may have influenced his reading experiences. The inequalities Zion encountered in Special Education are examined through the Critical Race Theory and…

The special education process is guided by subjectivity, due to interpretations and discrepancies of laws, vague criteria, professional expertise, compromised data, and decision-making of the multidisciplinary IEP team. Consequently, subjectivity contributes to the misidentification of students. The researcher explored the special education…

School work is designed to challenge students and help them meet grade-level academic standards. Students with disabilities have the right to learn and participate in the general education curriculum. Public school districts must provide these students with the services, accommodations, and modifications that they need to learn the same material…

Teachers in today's society are having increasing difficulties with Individualized Education Program (IEP) implementation because teachers struggle with assessing data, designing instruction to fit individual needs, providing accommodations, and working as a team with a general education teacher in a co-teaching environment (Cawthon, 2009; Kosko…

Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy…

Gifted students with learning disabilities have exceptional capabilities and can perform well, but their disability may impede their academic success. Being gifted and learning disabled seems paradoxical. The most misjudged, misunderstood and ignored students and community members are gifted students with learning disabilities. Research about…

OECD countries have developed various practices and policy approaches to promote inclusive education systems for students with special education needs (SEN), which include learning disabilities, physical impairments and mental disorders. Among the latter, Attention-Deficit/Hyperactivity Disorder (ADHD) is a particularly relevant: being often…

Providing both a theoretical framework and practical strategies, this resource will help teachers, counselors, and related service providers develop understanding and empathy to improve outcomes for culturally and linguistically diverse (CLD) students with disabilities. The text features narrative portraits of six immigrant families and their…

The purpose of this guidebook is to guide the provision of Speech and Language Pathology services in order to support the educational goals of eligible students with disabilities in the District of Columbia Public Schools (DCPS). It is designed with the purpose of assuring that all Speech-Language Pathologists (SLPs) in the District of Columbia…

From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K-12 students for specific learning disabilities (SLD). The second edition gives increased attention to…

This guide is meant to help parents, schools, and community members use the Kansas Special Education Process Handbook. The parent guide to the Kansas Special Education Process Handbook was written by the Kansas State Department of Education (KSDE). It is a start for learning about special education requirements. It is recommended to use this guide…

Special education, for students ages 3 to 21, is guided by federal and state requirements. The federal requirements are referred to as the Individuals with Disabilities Education Act (IDEA). The state requirements are referred to as the Ohio Operating Standards for the Education of Children with Disabilities (Ohio Operating Standards). IDEA…

We used time-varying effect modelling of two very large samples of fourth-grade students (N[subscript reading] = 148,240, N[subscript mathematics] = 152,220) to investigate associations between adoption and over-time implementation of a de facto cap on special education service receipt and over-time likelihoods of disability identification from…

Individualised education programmes (IEP) will be practiced with children with special needs (CWSN) and their families. The main factor for IEP's success is the participation of the family and also, their children. In this study, views and suggestions about participation of families of CWSN in their IEP processes are examined. The research is…