Too many students with disabilities leave secondary school without being connected to an agency. This is especially true for those students with more severe disabilities that require a modified curriculum. Students with disabilities learning in a modified curriculum often need more support during school and usually will need the same or more…

The purpose of this study was to examine the impact of the Livescribe™ Symphony smartpen and the Cornell note-taking strategy on the lecture comprehension and quality of written notes of college student-athletes with learning disabilities. To explore educational tools and strategies that can assist students with learning disabilities in overcoming…

Refugee families who have children with disabilities encounter numerous systemic barriers that impact their opportunities to partner with schools and special educators. This study explored early childhood special education and elementary special education teachers use of culturally responsive family-professional partnership practices with refugee…

Due to systemic barriers, Spanish-speaking (versus English-speaking) parents of children with disabilities are less likely to participate in educational decision-making. However, little research has directly compared special education experiences between both populations. The purpose of this study was to explore the differences and similarities…

Due to systemic barriers, Spanish-speaking (versus English-speaking) parents of children with disabilities are less likely to participate in educational decision-making. However, little research has directly compared special education experiences between both populations. The purpose of this study was to explore the differences and similarities…

A problem of low academic and behavioral achievement has been identified for students with emotional or behavioral disorders (EBDs) when compared to their peers without disabilities in the middle school general education setting. The purpose of this study was to understand the needs of general education teachers for additional training in academic…

General education and special education inclusion teacher partners share accountability for the instruction served in the general education classroom. The IDEA and state policies set forth procedural and administrative regulations that safeguard the learning of all students. To meet the instructional needs of all students, including those students…

The Access to Inclusion project designed and implemented a semester-long professional development program that provides a scaffolded, applied approach to strengthening inclusive teaching with respect to students with disabilities in higher education. Faculty in higher education often do not have the training or ready access to teaching strategies…

Institutions of higher education have been instructed to respond to all reports of sexual harassment that occur in an education program or activity at an institution in the United States (American Council on Education, 2014; U.S. Department of Education, 2020). Sexual harassment processes, oftentimes referred to as Title IX processes, are complex…

The purpose of this study was to explore college support services for individuals with autism spectrum disorder, specifically during the Coronavirus Disease 2019 (COVID-19) Pandemic. This study examined the service utilization of college students on the autism spectrum at a state university that houses an optional pay-for-service autism support…

An action research study was conducted to determine if attending a targeted, differentiated professional development could impact beginning Career and Technical Education (CTE) teachers' readiness to teach students with special needs. The action research consisted of two iterations of a professional development intervention which was designed to…

The purpose of this action research was to describe teachers' beliefs about technology in the classroom and identify the barriers they faced when integrating technology at a small, private school for students with dyslexia. The amount of technology available in schools has increased steadily over the past two decades. Additionally, online learning…

Under the Individuals with Disabilities Education Act (IDEA), there are formal dispute resolution options for parents and school staff to pursue when they cannot reach consensus on educational programming for a student. Use of the required dispute resolution offerings continues to negatively impact the collaboration necessary between parents and…

This non experimental quantitative study investigated the perceptions of general education and special education teachers towards co-teaching in three Title I school districts located in rural and suburban central Virginia. The researcher's intent was to ascertain resolutions to the following issues: 1) Does General education and special education…

Colonial contexts continue to shape the experiences of Indigenous students, especially in special education, even as educators work to respond to Indigenous perspectives. In this article we first apply a decolonizing critique to consider how colonialism affects special education programming, then survey Indigenous and decolonizing scholarship to…