Interventions in special education are results of advocacy, legislation, litigation, research, and trends. Since interventions come in many forms, they represent multidimensional viewpoints and perspectives and need to be handled with professional care, integrity, fidelity. This book highlights the fact there are skill-sets needed to work with divergent disability categories. The chapters begin with introducing readers to contextual bases of interventions for learners with disabilities and end with futuristic perspectives that go beyond tradition. Other chapters focus on students with learning disabilities, emotional and behavioral disorders, and intellectual disabilities. Additional chapters focus on students who are deaf and hard of hearing, and students with visual impairments, autism, severe disabilities, traumatic brain injury, speech and language impairments, and physical and other health impairments. This volume presents the voices of leaders in the field of special education and addresses critical issues related to identification, assessment, labeling, placement, and instruction. Furthermore, it responds to what makes special education "special." Not only does this volume present historical contexts, it also authenticates the legitimacy of helping all learners to maximize their fullest potential, the real essence of special education. To a large extent, this book will be an excellent resource for undergraduate and graduate students, regular educators, special educators, educator preparation professionals, researchers, scholars, and practitioners. Following the preface, this book contains 11 chapters: (1) Viewpoint on Interventions for Students with Learning Disabilities: Instruction Matters (Margaret P. Weiss); (2) Promoting Positive Freedoms for Secondary Students with Emotional and Behavioral Disorders: The Role of Instruction (Frederick J. Brigham, John William McKenna, Carlos E. Lavin, Michele M. Brigham, and Lindsay Zurawski); (3) Interventions for Students with Intellectual Disabilities (Emily Bouck and Erin Bone); (4) Interventions for Students Who Are Deaf/Hard of Hearing (Christy M. Borders, Stacey Jones Bock, Karla Giese, Stephanie Gardiner-Walsh, and Kristi M. Probst); (5) Interventions for Students with Visual Impairments (Stacy M. Kelly); (6) Interventions for Students with Autism (Shannon Stuart); (7) Viewpoints on Interventions for Students with Extensive and Pervasive Support Needs (Jennifer Kurth, Alison Zagona, Amanda Miller, and Michael Wehmeyer); (8) Interventions for Learners with Traumatic Brain Injuries (Angela I. Canto and Danielle M. Eftaxas); (9) An Overview of Classroom-based Speech-Language Pathology Services (Rita L. Bailey); (10) Interventions for Students with Physical Disabilities and Other Health Impairments (Sunday O. Obi); and (11) Viewpoints on Interventions for Learners: With Disabilities: Beyond Tradition (Festus E. Obiakor, Jeffrey Bakken, and Jessica Graves).