Questions often arise about how accessible educational materials (AEM) might be included in Individualized Education Programs (IEPs). The two purposes of this article are to (1) help families and educators understand the importance of including AEM in the IEPs of students who require them, and (2) to discuss locations in the IEP where it may be…

This "Success Gaps Rubric: Addressing Equity, Inclusion, and Opportunity" is designed to help any school district or school identify the root causes for success gaps, which are gaps in performance between groups of children in a district or school. The rubric uses the term children because, although the children may range in age from…

Many factors impact intervention implementation in everyday practice, including the social validity of these interventions. As a way of addressing social validity, this study aimed to understand the perspectives of multiple stakeholders of school-aged children and adolescents who use aided and unaided augmentative and alternative communication…

In the present qualitative case study, we used the participatory action research method of photovoice in order to explore the lived experiences of college students in wheelchairs at a mid-sized, Midwestern university campus. Five undergraduate students with mobility impairments participated in the present study. Participants were asked to…

The overrepresentation of youth with disabilities in the juvenile justice system is a persistent concern, but estimates of their involvement vary dramatically due to differences in how disability is conceptualized and when involvement in juvenile justice is measured. This study linked juvenile court and educational records for 230,760 students in…

A persistent problem in the professional literature in school psychology and related fields, such as special education, is the insufficient treatment of legal issues in terms of not only quantity (e.g., Zaheer & Zirkel, 2014) but also quality (e.g., Zirkel, 2014). The quality dimension is illustrated in the coverage of the Supreme Court's…

This study explores the experiences and perspectives of 15 Black and Latinx students with disabilities as they journeyed through the process of taking and attempting to meet high-stakes testing policies in an urban high school in southern California. Utilizing critical policy sociology and student voice, findings reveal material and structural…

Science is a core curricular area of instruction for all students and the federal mandates of the Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) require that students with disabilities are educated in the least restrictive environment and have access to general education science content, based upon rigorous…

Classroom social integration with peers is vital to students' school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help…

Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in our schools. In essence, students with EBD are often denied their civil right to a free and appropriate public education (FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a…

This article undertakes a comparative analysis of special education policy through the juxtaposition of two recent Supreme Court actions: "Allston v. Lower Merion School District" (2015) and "Endrew F. v. Douglas County School District" (2017). This comparison reveals an ordering of special education policy around questions of…

This study aimed to examine the psychometric characteristics of the Arabic version of the Teacher Efficacy for Inclusive Practices (TEIP) scale. Data were collected from 432 participants in Saudi Arabia--185 in-service and 247 pre-service teachers. A statistical analysis was conducted using the following methods: Confirmatory Factor Analysis…

Too often, students with disabilities in regular classrooms have limited access to the regular curriculum, and for students with severe disabilities, interactions are often with paraprofessionals, not typical classmates. The present study is grounded in action research methods in that an elementary teacher and the authors worked together for the…

Students with intellectual disability (ID) often have limited access to general education science content. The current study evaluated the effects of a content area literacy intervention designed to improve the comprehension of high school students with moderate intellectual disability on adapted expository science text. The multicomponent…

The purpose of this study was to explore the social-emotional experience of teachers working with students with exceptionalities in the general education classroom. Individual interviews were conducted with five participants with in-service teaching experience. While these teachers highlighted experiencing burnout, the breadth and depth of their…