The movement toward inclusive education has transformed the traditional classroom into a collaborative environment where students are able to learn and grow in their least restrictive environment. Although inclusive practices help promote the social, emotional, and academic growth of all students, there are still barriers that prevent its…

The purpose of this study was to understand the difficulties encountered by special education teachers while dealing with students who had dyslexia and demonstrated challenging behavior. The topic was the experiences associated with teaching dyslexic students. There is a lack of research centering on special education teachers' experience teaching…

Recruiting and retaining effective special educators is essential for improving the outcomes of students with disabilities, yet it remains one of the foremost challenges facing special education. In this chapter, the authors provide an overview of the extent to which economic interventions -- such as bonuses, increased salaries, and loan…

The current study examines the morphological knowledge (MK) and self-reported MK self-efficacy of speech-language pathologists (SLPs) and educators in an effort to inform professional development and preservice training related to MK and skills in implementing morphological instruction. This sample of 850 U.S. participants consisted of SLPs (n =…

This mixed methods study addresses special education teachers' (SETs) knowledge and beliefs about specially designed instruction for reading, individualized education program (IEP) development, and aspects of future professional development opportunities that are supportive on these topics. Special education teachers are the primary authors of the…

The quality of a person's life, their success in school, and their options after they exit school for employment, recreation, and independence are impacted by the person's ability to read; therefore, it is of paramount importance that all students receive reading instruction from a teacher who feels prepared to teach reading. Access to equitable…

More than two thirds of students with disabilities enter secondary school with reading difficulties (Capin et al., 2022). Moreover, half of all secondary students who struggle with reading may still have word recognition difficulties (Hock et al., 2009; Leach et al., 2003; Spear-Swerling, 2015) making lack of attention to reading instruction a…

This paper tells the story of how one school leveraged the expertise of a family to build an equitable collaboration that transformed the educational experiences of Jake, a fifth-grade student with Fetal Alcohol Spectrum Disorder (FASD). Personal accounts from 3 teachers, 2 administrators, and a parent illustrate the power of leaning into…

This study aimed to determine the difficulties of teaching children with hearing loss in the special education centre during the COVID-19 Pandemic in Turkey. Sixty-three professionals who works children with hearing loss participated in this study. The demographic form included personal information about the professional' and a checklist to…

The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a modified multiple-probe design, investigators implemented the Autism Focused Intervention…

This qualitative study examines the influence of a 3-year professional development project for middle school mathematics, science, and special education teachers focused on integrating science, mathematics, and engineering in classroom instruction on participants' understandings of productive struggle in learning. Multi-disciplinary teams of…

This article presents the findings from an interview study with 12 subject teachers and special educators in three Swedish lower secondary schools. The purpose of the study was to explore how school professionals perceive and respond to dilemmas related to inclusive education that require prioritizations between conflicting values, principles or…

Multitiered systems for supporting students' behavior in schools rely on teachers using generally effective classroom management strategies, such as Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale--Brief (CARS-B) and…

With the onset of COVID-19, school districts were forced to rapidly engage in planning and development of resources for remote instruction during spring of the 2020 school year, and many special education professionals reported difficulties meeting student needs. In order to portrait the initial challenges and concerns related to remote…

Given the writing struggles of students with and at risk for emotional and behavioral disorders (EBD) served in general and special education classrooms, it is imperative that teachers provide effective writing instruction. One way to learn effective writing skills is through writing instruction through practice-based professional development that…