I draw theoretically on the works of critical pedagogues to unpack my instructor experiences developing and teaching critical disability studies (CDS) and Mad studies in university contexts. My intent is to insert CDS and Mad pedagogies into the literature in adult education, where such discourses have been and continue to be absent from critical…

Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions--positive behavioral interventions and supports (PBIS) and response to interventions (RTI)--were developed, first targeting elementary initiatives and then translated to…

This article explores some of the literature concerning the effectiveness of the Montessori educational approach for children with ASC within an English school context. Firstly, there is a discussion, including a short historical review, regarding the ideology of inclusion and how it has impacted upon mainstream education. Also, how this can be…

This article addresses a question that is of key importance in preparing early childhood personnel, especially those in inclusive environments: "How do we teach in ways that we want our students to teach?" There is an emphasis on developing a "community of practice" where professionals can share their work-related concerns and…

Response to Intervention (RTI) models of reading instruction have received much attention in the literature (Fuchs, Mock, Morgan, & Young, 2003; Hosp & Ardoin, 2008; Justice, 2006). Such models call for frequent and high-quality assessment of students' skills. One skill that is vital in the process of learning to read is the ability to…

Memory that food is inedible in "Aplysia" arises from training requiring three contingent events. Nitric oxide (NO) and histamine are released by a neuron responding to one of these events, attempts to swallow food. Since NO release during training is necessary for subsequent memory and NO substitutes for attempts to swallow, it was suggested that…

It is possible that many benefits may be found for all concerned in education and child development in understanding how knowledge of the brain and its development can inform early years practice. This article, written by Brenda Peters and Chris Forlin, both from the Hong Kong Institute of Education, reviews literature based on neuroscience to…

Deficit notions about the cognitive potential of individuals from nondominant communities have persisted in social science inquiry, particularly where literacy is concerned. The intellectual trails of current conflicting ideas about literacy can be traced in part to theories about the role of literacy in society. For example, the great divide…

The author examined enrollment differences at postsecondary institutions between students with and without disabilities in science, technology, engineering, and mathematics (STEM) majors to investigate the extent to which students with disabilities, compared with their counterparts, pursue highly demanded STEM careers that require postsecondary…

People with disabilities constitute a collective that requires continuous and customized attention, since their conditions or abilities are affected with respect to specific standards. People with "Acquired Brain Injury" (ABI), or those who have suffered brain injury at some stage after birth, belong to this collective. The treatment these people…

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…

Increasing diversity in the student population intensifies the need for and the difficulties of establishing culturally sensitive and meaningful communication between teachers and parents. This study examined the practices of early childhood and elementary teachers concerning culturally sensitive home-school communication. As a second phase of a…

This report describes a project which analyzed science and social studies textbooks to determine how well they accommodate the learning needs of mainstreamed hard-to-teach students. A textbook analysis tool was developed, and eight teacher-reviewers examined the instructional design of teachers' and students' editions of 12 leading elementary and…

This study of the knowledge bases of education began with a "meta-review" of the research literature in special and regular education and identification of specific learning variables. The effort focused on determining the extent that special and regular educators work from common bases of knowledge and the degree of appropriate merging during…