Even though special education law is covered in most teacher and administrative certification programs, it is an area that is continually evolving. The results of the 2017 U.S. Supreme Court case "Endrew F. v. Douglas County School District" will have a lasting impact on the future of special education guidelines; the outcomes of this…

Examines the legal basis for inclusion and presents four federal circuit court decisions that have addressed school districts' responsibilities to include students with disabilities in regular education classrooms. Recommendations are offered for educators and school administrators to follow to determine the least restrictive environment for…

This article provides quotations from parents and students and offers their perceptions of programs in which the students were enrolled and the professionals dealing with their children. This is followed by five case studies in the form of personal narratives by two students with disabilities (Down Syndrome and emotionally disturbed/learning…

This survey of 336 New Mexico regular and special educators investigated their perceptions of the benefits and problems of inclusion. Results indicated skepticism and a mixed opinion about potential benefits of inclusion and an overwhelming expectation that problems would be inherent in a unified system of education. (CR)

Discusses problems with the inclusion of students with disabilities in general education and characteristics of successful inclusion programs, including real collaboration between special-education and general-education teachers, involvement of parents in the education of their children, and considering inclusion to be a process, not an event. (CR)

This article presents a rationale for using curriculum-based measurement (CBM) in making special education eligibility decisions, offers a model of how CBM data can be used to make eligibility decisions, and discusses issues and controversies (such as linking CBM data to intervention and addressing exclusionary components) in using CBM for this…

This discussion of ethical issues in the practice of teacher collaboration linking special and regular education considers reasons for collaboration, student placement, classroom diversity and teacher stress, confidentiality, the effectiveness of collaborative interventions, and teacher attitudes and successful collaboration. (DB)

This article briefly reviews the literature on the efficacy of both differential placements and inclusion for students with disabilities. It urges better coordination in research evaluating school programs and those evaluating post-school outcomes. It also urges agreed-on definitions of service models and standards for identification and placement…

Curriculum-based measurement (CBM) is recommended as an efficient, objective, flexible, and reliable way to compose ability-based instructional groups in both regular and special education settings. Steps for using CBM and specific applications for grouping in reading and mathematics instruction are offered. (DB)