To serve children with language impairments (LI), speech language pathologists and other educators need approaches supported by evidence (Hoffman et al., 2013). In evidence-based practice (EBP), educators integrate children's needs, strengths, interests, and preferences with research and expertise (American Speech-Language-Hearing Association,…

More than 725,000, nearly 12 percent, of California's public school students receive special education and related services. Although more than half of those students spend 80 percent or more of the school day in a general education classroom, California's special education funding system may not be as inclusive as California's classrooms. This…

To successfully launch the 2020-2021 school year for students with disabilities, state education agencies (SEAs) have an essential leadership role to play in supporting local school systems to plan for multiple scenarios, including services delivered in-person, through distance learning, and via blended approaches. There are two overarching…

Schools funded by the Bureau of Indian Education (BIE) are required under the Individuals with Disabilities Education Act (IDEA) to provide services for eligible students with disabilities, such as learning disabilities or health impairments. Services for these students are listed in individualized education programs (IEP). The Department of…

COVID-19 has brought chaotic change to early education. Most of the nation's 5 million 3- to 5-year-olds attending preschool classrooms had their attendance cut short in March 2020. Preschool-age children in family day care or at home with parents and other family members had their daily routines disrupted. Parents now often work from home and…

Students with learning disabilities are spending more time in general education classrooms than at any point in history, yet there remain concerns whether general education teachers are receiving adequate preparation to support these students. Considering the rapid adoption of new accountability measures of teacher preparation programs (TPPs),…

Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a…

Instructional leaders must be proficient in their knowledge of effective instructional strategies in order foster an environment that uses what has been identified as "best-practice" for students with disabilities. This role is critical in rural school systems where principals take on more responsibility and the ability to employ highly…

The "2021-2022 Louisiana High School Planning Guidebook" consolidates the policies and programs that are most relevant to high school educators as they plan for the upcoming academic year and prepare every student for college and career success. Ensuring every high school student is on track for success is but one of the educational…

Students with health conditions are at risk for poor education outcomes such as absenteeism and low academic performance. Racial/ethnic minority students and economically disadvantaged students might have more limited access to medical care and information than other students, making school support even more important for them. District of…

To learn about the pandemic's impacts on young children's learning and development the National Institute for Early Education Research (NIEER) developed a parent survey regarding children's home learning activities and preschool participation during the pandemic. This report presents key lessons from the spring 2021 preschool learning activities…

This is the 22nd report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2018-19 assessment data for students with disabilities "to the…

The purpose of this literature review was to examine transition related activities that are associated with securing competitive employment upon graduation from high school for transitioning youth with I/DD. Studies included in this review met the following required criteria: (a) participants were transition-aged individuals with I/DD and (b)…

Thirty years after the Council for Exceptional Children's first symposium on Asian American youth with disabilities, this study synthesizes research on the key experiences of this population and their families. Results show that most studies focused on the views of Asian American parents, especially their perceptions of and attitudes toward…

The purpose of this quantitative study was to determine the perceptions of 9th through 12th grade administrators toward inclusion of students with disabilities in Alabama public schools. Further, the study attempted to determine the effect of personal demographic information, work experience and training of secondary principals as they relate to…