Despite the almost universal adoption of Response to Intervention (RTI) in school districts across the United States, recent research report feelings of inadequacy on the part of general education (GE) teachers. In this study, the authors conducted a systematic review of the literature to examine research focusing on the teaching, learning,…

This study evaluated the quality of the research and evidence base for using response cards to increase opportunities to respond (OTR) for students with and without disabilities at the elementary level (i.e., kindergarten through Grade 5). Using quality indicator criteria for single-case research, six single-case studies investigating response…

Special education disproportionality for culturally and linguistically diverse (CLD) students persists as a controversial and intractable problem in our educational systems. Response to intervention (RtI) and culturally relevant pedagogy (CRP), both independently and collectively are considered to offer promise for mitigating conditions of…

Collaboration in education is seen as a legal mandate, best practice in teacher practice, and necessary for the inclusion of children with special needs. Over the years, there have been a number of evolutionary incarnations of the collaborative model, each possessing various ingredients identified as important, if not essential, components of a…

This article was written with the purpose of informing educators, agency service providers, family members, stakeholders, researchers in the field of transition, and individuals with intellectual disabilities themselves, of the guardianship alternatives that can be used, hence negating the need for a legal guardian. Guardianship refers to the…

A fundamental social justice issue worldwide is how to meet the needs of all learners, especially those with special needs who historically have faced discrimination, exclusion, and oppression due to special needs (physical, cognitive, or behavioral dimensions). This article focuses on the key questions that researchers interested in improving…

The main purpose of this article is to add to the transition assessment resources by introducing the Guardianship Alternative Assessment Template (GAAT) as it relates to guardianship prevention for youth and adults who have an intellectual disability. Guardianship refers to a legal intervention when a court determines that adult individuals are…

Despite the large increase of students with learning disabilities entering postsecondary institutions and the legislative emphasis on providing students with disabilities equal access to education, we have yet to develop a more cohesive and comprehensive planning of accommodations for postsecondary students with learning disabilities. The purpose…

This study synthesized intervention studies focusing on instruction to improve fraction skills. Seventeen studies met the inclusion criteria: being published in English-language peer-reviewed journals or dissertations between 1975 and 2014, and targeting 3rd- through 12th-grade students struggling to learn mathematics. From the "Common Core…

This article reports findings from a literature review on literacy instruction for adolescents with significant cognitive disabilities. Nineteen empirical studies published between 1975 and 2011 were included in the review and analyzed based on characteristics of interventions. The results were examined to determine whether the state of research…

This review of the literature addresses the issue of assessing students with disabilities who are culturally and linguistically diverse (CLD). An examination of data showing disproportionate representation of students with disabilities who are CLD establishes a case for using alternative forms of assessment. Problems with some forms of traditional…