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…

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…

This essay provides a two-pronged critical assessment of a subset of the literature on racial disproportionality in special education: that which aims to estimate racial disparities among otherwise similar children. This body of research has shown that Black students are less likely than "comparable" White students to receive special…

Since the introduction of response-to-intervention as a process for identifying specific learning disabilities and the widespread adoption of multi-tiered systems of support as a framework for instructional delivery, the role of the special educator has become blurred. Specifically, special educators have struggled to identify their role across…

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…

In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level-3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has…

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…

The Individuals with Disabilities Education Improvement Act (2004) (IDEIA) requires practitioners to use educational evaluations to assess students in K-12 schools that are suspected of having a disability. The resulting data provides the basis for determining whether students qualify for special education services, their precise educational…

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…

An educational debt exists for Black and Latinx students with and without IEPs. This debt extends to underrepresentation in curricula and overrepresentation in special education. Identity representation in English Language Arts curricula offers promise to counter this existing educational debt as well as overrepresentation. This qualitative study…

Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED,…

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…