Although the multitiered system of supports for behavior (MTSS-B) framework has emerged as a proactive, systemic framework to promote students' social, emotional, and academic outcomes, its implementation may not benefit all youth equitably without explicit considerations related to culturally and racially equitable practice. In this article, we…

The success of students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, teacher value-added measures (VAMs) generally fail to distinguish between effectiveness in educating students with or without disabilities. Using data from the Los Angeles Unified School District, we create two VAMs: one focusing on…

The success of students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, teacher value-added measures (VAMs) generally fail to distinguish between effectiveness in educating students with or without disabilities. Using data from the Los Angeles Unified School District, we create two VAMs: one focusing on…

Set within the context of the United Nations Convention on the Rights of Persons with Disabilities and the Convention on the Rights of the Child, this article interrogates the extent to which the right to be heard is afforded equally to all children and young people. It shows that despite widespread global commitment to these conventions, the…

Students with disabilities are disciplined at disproportionately high rates, despite federal laws designed to ensure disciplinary protection. We examine the association between disability and discipline using a novel approach, investigating whether behavior problems trigger special education referral, and if disciplinary outcomes change once…

Performing newly acquired skills over time (i.e., maintenance) and across settings and stimuli (i.e., generalization) is central to what students need to accomplish in preparation for life beyond the classroom. Students, including those with emotional and behavioral disorders (EBD), need opportunities to practice for the purposes of maintaining…

Assistive technology can benefit students with disabilities in terms of independence and performance. Yet more research is needed regarding usage of assistive technology. Using the National Longitudinal Transition Study 2012 database, the authors explored reported use regarding assistive technology by secondary students with disabilities. Overall,…

Music therapy has acquired over the years a gradual process of medicalization generated by the need to provide evidence-based results in the treatment and rehabilitation of Autism Spectrum Disorders. Otherwise, the goal of music as therapy should not be to propose music as a kind of remedy or cure, but to promote relationships between individuals,…

The construct of inclusion has been increasingly accepted as a valued cultural and personal philosophy and has become a critical goal across human services over the last several decades. However, as the acceptance of the construct of inclusion has grown, researchers, practitioners, and policymakers continue to grapple with what inclusion is and…

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a framework intended to benefit all students in a school. However, recent research suggests that students with significant disabilities may not fully participate in SWPBIS. Given the complex reasons for varied involvement in SWPBIS (e.g., student educational placement), the…

Special education teachers' (SETs) working conditions play a crucial role in shaping the size, quality, and effectiveness of the U.S. SET workforce and thereby shape the quality of instruction provided to students with disabilities. Valid measures of SETs' working conditions are essential for conducting robust research on how to improve working…

Introduction: People with disabilities are under-represented among psychology faculty and graduate students and are more likely than their non-disabled peers to attrite from psychology graduate programs. They face numerous barriers in graduate training. Statement of the Problem: Teaching experience is a core experience for psychology graduate…

Phonological processing skills have not only been shown to be important for reading skills, but also for arithmetic skills. Specifically, previous research in typically developing children has suggested that phonological processing skills may be more closely related to arithmetic problems that are solved through fact retrieval (e.g., remembering…

Social support is vital in promoting the health, well-being, and performance of students and clinicians in health professions. Health settings' demanding and competitive nature imposes unique challenges on students and clinicians with disabilities. This paper aims to explore the trajectories and experiences of social support interactions amongst…

The goal of the research was to find out the effect of using living animal in teaching on remembering and understanding acquired knowledge in students with special educational needs (SEN). In our experiment, students with SEN (n=24) were compared with students without SEN (n=56). The design of the research was experimental. The research tool…