Students with specific learning disabilities (SLD) are taught by general education teachers who may not respond positively to the inclusion of these students in their classrooms. Teachers' self-efficacy is an important construct which is related to teachers' teaching and their willingness to include students with disabilities into their…

Specially designed instruction (SDI) is at the heart of special education. The broad legal definition of SDI allows special educators to customize it for students, but could lead to role ambiguity, particularly in inclusive classes where most students with learning disabilities receive services. To examine interpretations of SDI, we conducted a…

How schools fulfill Free and Appropriate Public Education (FAPE) requirements has evolved. Decades of general and special education reforms have led to dramatic increases in expectations for students in special education to be included in the general education classroom and curriculum and to achieve to the same high standards as their general…

Since its inception, a premise of special education has been to provide students with disabilities with an appropriate education. The interpretation of "appropriate" has evolved across eras of special education. For students with learning disabilities, emphases on inclusion and high-stakes achievement have eroded the intention of FAPE.…

This article is the second part of a two-part article focusing on research that has been conducted on Content Enhancement Routines, instructional routines developed to be used during inclusive subject-area instruction. Part I of this article (Schumaker and Fisher, 2021) reviews the original validation studies that were conducted on four Content…

The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy-related evidence-based practices during Tier 1 instruction that includes students…

Content analyses of journals in the field of LD provide a means of surveying research and publication trends, the knowledge of which may inform policy and practice related to future research agendas. As the first decade of the current millennium was particularly contentious for the field of LD, we felt that a content review would be timely. In…

This study was conducted to examine changes in the identification rates and national and state placement practices for school age students with learning disabilities (LD) between 1990-1991 and 2008-2009. Findings revealed that while identification rates of students with LD declined by about 4 percent during this time, general education placements…

Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized…

One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate…