Educators and instructional designers have used the Universal Design for Learning (UDL) framework to guide their design of inclusive instruction for students with and without disabilities. Despite UDL having entered its 4th decade of development and research, there have been ongoing critiques of UDL for lacking clarity in definition, challenges…

The use of data-based decision making is critical in any classroom, but especially in special education settings. "The Teacher's Guide to Action Research for Special Education in PK-12 Classrooms" describes the basic concepts of action research and how this process can support student success in the classroom and beyond. This practical,…

"The Power to Learn: The Benefits and the Promise of Personalized Instruction" advances the notion that personalized instruction is the direction that schools must take if all students are expected to succeed with difficult learning challenges. Based on the premise that all students are capable, this book offers practical information so…

To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a…

With any new initiative, stakeholder insights provide critical information that can aid in the execution of the project. Gathering stakeholder perceptions of a new initiative is particularly critical in schools where teachers' varied beliefs may influence outcomes. Recognizing and acknowledging beliefs may make the difference in adoption of new…

Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and…

Purpose of Review: The purpose of this review is to provide an update on the recent research (2016-2021) that evaluates the effectiveness of school-implemented interventions for students with autism (3-21 years old) from preschool to high school. Recent Findings: Overall, the recent literature demonstrated that there are EBPs that help students…

With the effect of globalization, which started to rapidly engulf the world in the last quarter of the last century development and change in technological, sociological and economic fields and continuing with an increasing momentum; countries, organizations, institutions and organizations and their governing bodies are faced with situations that…

The purpose of this qualitative research study was to explore special education administrators' perceptions of the associated challenges in the implementation of school-based mental health services after the abrupt change in the service delivery model due to the passage of AB 114 in July 2011 and the elimination of Assemble Bill 3632 (1984). A…

Mental health factors can impact student academic performance and success. Student mental health concerns such as depression and anxiety and are a growing concern within P-12 school systems. The dual pandemics of COVID-19 and racial injustice have increased concerns about student mental health and exacerbated existing traumas particularly for…

The purpose of the study was to investigate preservice teachers' (PSTs) attitudes and beliefs towards their PK-12 field trip (FT) experiences as students, their memories, influences in their lives, impact on their educational approaches and career choices, as well as how, as future teachers, they would implement FTs to their future students to…

Effective professional development is critical for improving implementation of evidence-based practices (EBPs) in special education. The present systematic review sought to gather evidence exploring the effects and key components of in-service special education teacher training in EBPs. This review identifies six essential components of training…

Occupational therapy practitioners provide sensory-based interventions to support children as they learn academically, develop self-regulation skills, and participate in play and activities of daily living skills alongside their peers. These interventions are used both for children who have a specific sensory-related diagnosis as well as children…

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills,…

Social and emotional learning (SEL) is the process through which children and youth learn and apply prosocial skills in five core competence areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Weissberg et al., 2015). These are the skills that young people need in order to effectively…