Thirty-seven deaf and hard of hearing (DHH) students in grades four through six participated in a year of Strategic and Interactive Writing Instruction, an approach to writing instruction designed to be responsive to DHH students' unique language experiences and profiles. The current study investigated the transfer of writing skills between genres…

This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development…

The purpose of this Brief is to highlight available federal data about the characteristics of English learners with disabilities, including how the population has changed over time. Understanding the characteristics of English learners with disabilities is critical to ensuring that their needs are met appropriately during the assessment process.…

With growing interest among higher education faculty and administration in adopting open educational resources (OER), several nationwide and statewide OER initiatives are attempting to increase the awareness and encourage the implementation of OER. In the exploration of OER resources for career and technical education (CTE) in Illinois community…

The aim of this study was to investigate the opinions of teachers of the hearing-impaired children about serving as a special education teacher. The research was designed as a descriptive case study within the framework of qualitative research methods. Two criteria that the participants to be included in the study should have were determined as…

High school Career and Technical Education (CTE) has received an increase in attention from both policymakers and researchers in recent years. This study fills a needed gap in the growing research base by examining heterogeneity "within" the wide range of programs falling under the broader CTE umbrella, and highlights the need for…

This November 2021 report provides a summary of demographic data collected by the McKinney-Vento Education for Homeless Children and Youth (EHCY) Program. The report includes an examination of data collected for the 2017-18, 2018-19, and 2019-20 school years. Information on the number of students experiencing homelessness, their primary nighttime…

School personnel are accountable for the academic "achievement" of students with and without disability labels (Every Student Succeeds Act [ESSA], 2015). In Wisconsin, "achievement" is measured via performance on standardized academic assessments (Wisconsin Department of Public Instruction [DPI], 2019). The use of these…

Promoting self-determination for students with disabilities has proven to be a critical component of effective transition planning. However, researchers seldom consider race when promoting self-determination for people with disabilities. The purpose of the current phenomenological research investigation was to explore how Black youth with…

The 2020-2021 school year presented unprecedented challenges for States and local educational agencies (LEAs) throughout the country because of the national pandemic caused by the novel coronavirus disease 2019 (COVID-19). For successful recovery efforts, it is essential to examine the expectations for children with disabilities, English learners…

This study observed the impact of leadership practices on special education teacher self-care, through the perspective of special education teachers. Special education teachers were specifically defined based upon their employment responsibilities as Emotional Behavior Disturbance or Autistic Support educators, years of employment and demographics…

Special education services provided in public schools today are rooted in the Federal Law passed in 1975 known as the Education for all Handicapped Children Act (EAHCA). Since 1975 this law has undergone revisions, now known as the Individuals with Disabilities Education Act (IDEA) but law provided the foundation to guarantee all public-school…

Peer-mediated interventions (PMIs) offer substantial benefits to middle school, high school, and post-secondary students with intellectual and developmental disabilities (IDD). However, with no valid and reliable measure to capture the ways in which the peers without disabilities are impacted, far less is known about the outcomes for these…

New opportunities for postsecondary education have emerged for young adults with intellectual disability. As a growing number of institutions establish inclusive higher education programs, it is important to understand the experiences of faculty who welcome students with intellectual disability into their courses. This qualitative study explored…

The purpose of this non-experimental, correlational, explanatory, cross-sectional design with quantitative methods was to examine the relationship between the length of the school day and the percentage of students who achieved Met Expectations and Exceeded Expectations scores on the 2018 Partnership for Assessment of Readiness for College and…