The purpose of this dissertation was to examine the experiences and literacy development of elementary students receiving Tier 2 reading intervention services. Specifically, this qualitative case study explored the questions of: (a) In what ways are third- and fourth-grade students who are receiving Tier 2 reading intervention experiencing their…

Teaching through collaborative making has found its way into K12 schools and colleges of education, but minimal research exists on making for learning in special education settings. Even less research is available focusing on preservice special education teachers using making as a pedagogical tool for academic interventions. This multiple case…

Postsecondary transition can be difficult for At-Promise Youth Receiving Special Education Services (APYRSES). Special educators supporting postsecondary transition often manifest traditional and institutionalized forms of oppressive education while dismissing collective values and beliefs. This qualitative case study examined the beliefs and…

Number talks are increasingly used in general education mathematics classes to engage students. Yet despite the potential benefits, number talks are given limited attention for students with high-incidence disabilities in special education settings. This article presents special education teachers with both the why and, more important, the how for…

Identifying a special education teacher's primary role has been complicated by competing legislative demands emphasizing every student's academic achievement in the general education curriculum versus some students' needs for individualized instruction that addresses their noteworthy academic achievement deficits. One result is that school…

The innovations in this volume instill a sense of optimism about how special education professionals might improve outcomes for students with disabilities. Although many interventions illustrate scientific progress toward an evidence-based profession, many special educators may find it challenging to discriminate between scientifically validated…

Federal legislation requires every student receive access to and make progress in the general curriculum. Teachers have reported difficulties in meeting this requirement for students with extensive support needs (ESN) who do not yet demonstrate foundational academic skills, such as in the areas of literacy and numeracy. Once students enter high…

Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…

The use of artificial intelligence (AI) is not a new concept. Still, the press, the worry, and the hype around the potential benefits and limitations of the explosion of these tools in this field is a current topic in teacher education. In this article, the authors summarize the past use of AI, present easily adaptable tools in teacher education,…

Public schools often schedule related services by using a mix of pull-out and push-in instruction, referred to as service delivery models. This poses challenges because the transitions to and from services are obvious to other students and can influence student identities and result in a loss of academic instructional time. This article shares…

This study evaluated the components of the theory of planned behavior as related to teachers' intentions to use data-informed decision-making (DIDM) when evaluating both student progress and their own instructional practices. Analysis was also conducted to determine if there is any difference in data use between special education/intervention…

Research has indicated that by acquiring the skills realted to self-determination postschoool outcomes and quality of life are likely to improve for young adults with disabilities. Therefore, instructional efforts focused on fostering the self-determination skills is considered an essential component of the educational program and services for…

Cover-Copy-Compare (CCC) has been identified as an empirically supported and socially valid intervention for promoting math fact fluency across instructional settings. However, limited research has investigated the effectiveness of CCC as a math fact fluency intervention within the setting IV environment with even fewer studies including…

K-12 students with disabilities in the United States are increasingly enrolling in online schools and educational programs. Therefore, K-12 online public and charter school special education (SpecEd) teachers must be prepared to develop and implement individualized educational plans (IEPs) that meet the procedural and substantive requirements of…

Self-determination, which includes abilities and skills people need to act or cause things to happen in their lives (e.g., self-advocacy, choice-making, problem-solving, goal-setting), is critical for people across the life course, including adolescents learning in inclusive classrooms. Although secondary teachers recognize the value of providing…