The purpose of this study was to explore the perception of general education 11th -grade Language Arts teachers on educational benefit for students with disabilities. The study utilized a qualitative phenomenological methodology to explore the perspective of general education educators in providing students with disabilities sufficient educational…

The aim of this study is to determine the educational needs of the teachers regarding the education of inclusive students with learning disabilities in their classes. A qualitative case study design was used in this paper. The study group consists of 20 teachers who work in primary, secondary and high schools in Duzce city center in the 2018-2019…

When data is collected, summarized, and analyzed with sufficient frequency, decisions about instructional changes can be based on student progress. Use the suggestions here to begin conducting progress monitoring.

This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used…

Co-teaching is the most popular model for supporting students with disabilities in the general education setting. However, the limited research that supports this framework as effective for increasing outcomes for students with disabilities may indicate co-teachers have difficulty providing students with specialized instruction to meet individual…

Special educators routinely help students develop their self-determination skills. One way this has been achieved is to provide instruction to the student on how they can lead aspects of their individualized education program (IEP) meeting. A pre-post-post single group design was used in this study to examine if, and to what degree, the…

Many refugee students with disabilities are entering their American classrooms for the first time after experiencing adversity and trauma. They may have experienced famine, war, displacement, forced migration and abuse. One can also presume that their special education needs were neglected due to the limited resources that were available to them.…

I believe that a deeper understanding of how pre-service general education teachers are conceptualizing inequity in special education and are applying this knowledge will support teacher education programs to develop more comprehensive programming that prepares general educators to support students identified with disabilities and their families.…

Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student's individualized education program (IEP) program (IDEA, 2004), a bulk of empirical research…

The focus of this study is on understanding different indicators of academic performance in high school, college enrollment, and college persistence of English Learners--including variation in attainment among active and former English Learners--to support their path to high school graduation and access to college. To understand the academic…

Special educators are responsible for a myriad of roles as part of their responsibilities as teachers. In addition to developing and monitoring individualized education programs (IEPs), co-teaching with general education colleagues, and engaging in direct instruction, they often also support students with behavioral needs. Although not all…

Research is needed to better understand the academic instruction needs of students with significant cognitive disabilities who are English learners and the classroom practices of their teachers. In this qualitative study, we interviewed 10 teachers to learn how they identify and meet the unique needs of this student subpopulation. Our findings…

Students with Autism Spectrum Disorders (ASD) are increasingly being educated in mainstream classroom environments. Commonly students commence their education in a segregated setting, transitioning to mainstream education after a process of skills development. For each student, transition is a unique and complex process. In NSW Australia, Autism…

As states, districts, and schools plan to return for the 2021-22 school year, questions are raised about whether and how to test children with disabilities, including children with the most significant cognitive disabilities and English learners with disabilities. This FAQ addresses some common questions and provides links to useful resources.

The audit objective for this report was to determine whether the Ohio Department of Education (Ohio Education) and selected Ohio local educational agencies (LEAs) have sufficient internal controls to ensure that individualized education programs (IEPs) are developed in accordance with Federal and State requirements for children with disabilities…