In this single-case research design study, we investigated the effects of student-directed writing goals with adolescent writers who were developing their writing proficiency. Two students with a learning disability and two multilingual writers engaged in a pre-baseline condition to learn the functional elements of a persuasive essay. Once they…

Transition for students with disabilities has been the focus of educational policies for several decades. Still, students with disabilities, including those with a specific learning disability (SLD), continue to experience difficulties transitioning to post-school environments, particularly post-secondary education (PSE). The Individuals with…

This study explored ways in which the arts could be infused into the day-to-day practices of special education teachers and paraeducators to support them in addressing Individual Education Plan (IEP) goals. This study further explored the impact of positive or negative help from teachers, nurses and paraeducators on student engagement. Due to…

This study explored perspectives about the desired components of adult life for 12th-grade Latino students with learning disabilities, their parents, and special education teachers. Focus groups and individual interviews were used to understand the similarities and differences in post-school visions and expectations among participants. Five…

The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants…

The body of peer-tutoring intervention research targeting higher order learning (HOL) objectives for middle and high school students with disabilities is reviewed. Peer-tutoring outcomes are synthesized and studies are analyzed to examine the influence of tutoring procedures and study design features on intervention efficacy. Findings show that…

The authors examined the extent to which classroom teachers in naturalistic settings used a Goal-Setting Tool to set instructional goals for struggling students, the kinds of goals they set, their progress monitoring practices with and without goals, and the extent to which students gain more when a goal-setting tool is used. The goal-setting tool…

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…

The purpose of this qualitative multiple case study was to describe how culture, disability, and prospective first-generation college student status influenced the transition decisions of five native Hawaiian students with specific learning disabilities who attended a Hawaiian-focused charter school. Students had strong ties to their history and…

The Individuals with Disabilities Act of 2004 allowed schools to use a Response to Intervention (RtI) model as opposed to the discrepancy model to qualify students as learning disabled. The incorporation of the RtI model provided earlier interventions for students and reduced avoidance of special services and false diagnosis. With the success of…

Participants with and without specific learning disabilities (SLD) provided responses as to background and school features, postschool plans, dream career, and most likely job after completing school. Findings suggest that participant groups are similar across most background and school features, with apparent differences for grade level and…

This article describes the initial findings for students with learning disabilities from the first year of The Ohio Longitudinal Transition Study (OLTS). The study included 416 participants with learning disabilities who were exiting high school. Data from an in-school survey were analyzed by sample demographics (e.g. school setting, school type,…

Our research examined understandings of individual student target setting processes through semi-structured interviews with staff and students from two schools in England: a special school for students with severe learning difficulties and a linked mainstream secondary school. This article details some of the tensions and issues arising from…

Research contrasting special class placement, partial mainstreaming, and complete mainstreaming of students with mild academic handicaps is critically reviewed. Also reviewed is recent research on programs designed to improve the outcomes of mainstreaming, particularly programs directed at diminishing the rejection of students with mild academic…

The study was designed to identify (1) the academic and behavioral areas most often addressed in the Individualized Education Programs (IEPs) of limited English proficient (LEP) and English proficient (non-LEP) mildly handicapped Hispanic students; and (2) the priority rankings assigned by Admission, Review and Dismissal committees to each area.…