A systematic review of literature, complemented by an analysis of state Letters of Determination, was conducted to determine how Council of Administrators of Special Education (CASE) standards might be applied to increase the quality of leadership in special education programs. Currently, there are no national credentialing standards for the role…

Little literature exists documenting how K-12 American Sign Language-English interpreters are supervised or evaluated, or how supervision and evaluation affect interpreters and deaf and hard of hearing students. To address this gap, the author asked 230 educational interpreters about their experiences of supervision. Using a critical policy…

Reading problems are the most frequent referring reasons for special education evaluations. Recent changes in the law have implications for the changing role of the school psychologist, specifically the evaluation and identification of students with reading disabilities. Traditionally, the assessment of children with suspected reading disabilities…

The federal No Child Left Behind Act of 2001 ("NCLB" or "the Act") defines an aggressive, ambitious and multi-faceted approach for increasing student achievement and closing the achievement gap. Premised on the correlation between student academic achievement and teacher quality, NCLB demands that all students, regardless of…