Legislation such as the Individuals with Disabilities Education Act, IDEA(2004), and No Child Left Behind, NCLB (2001) reference that paraprofessionals should be trained and supervised by a certificated teacher. Yet, many special education teachers feel that they are poorly prepared to manage the staff in their classroom. Inadequate teacher…

With the passage of the No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), the inclusion of students with disabilities (SWDs) in general education classrooms has become more prevalent within our public schools (DuFour & Eaker, 1998; Mcleskey et al., 2010). Current…

In this article, the authors provide a summary of the current techniques being used to recruit, retain, and support a diverse range of scholars, including students with disabilities, in a doctoral program. The manuscript provides a summary of the current need for leadership personnel who are scholars with knowledge in special education, general…

Too often, culturally and linguistically diverse (CLD) youth with disabilities have a tougher road to adulthood than their Caucasian peers with disabilities. Reverse the odds with this concise how-to book, the first guide to easing the complex transition process for CLD students with a wide range of special needs. A veteran trainer of transition…