When education initiatives set out to help those who have been “historically disadvantaged or historically marginalized,” they perfectly describe students with disabilities. Yet too often, these students have been excluded from conversations about equity in education. Consequently, it is important for state boards of education to set audacious goals and to translate them into policy. As states align state policy and goals to work toward equitable education, they must pursue high expectations, appropriate services, and booming achievement for students with disabilities.
Debunking Myths about Students with Disabilities
Also In this Issue
Ensuring Students with Disabilities Leave School Ready to Succeed
By Kristin K. Liu, Martha L. Thurlow, and Sheryl S. LazarusState boards can watch policies for red flags that hold students back.
Debunking Myths about Students with Disabilities
By Karla Phillips-KrivickasState policy should confront the pervasive low expectations that the outcomes reveal.
Supporting Students with Disabilities throughout the Year
By Elizabeth Barker and Angela JohnsonThe data point up a need for services that extend beyond the school year.
Reenvisioning the Future with Universal Design for Learning
By James D. BashamBuild a system that supports each student rather than a mythical average one.
Supporting English Learners with Disabilities
By Drew S. Fagan and Luis Javier Pentón HerreraEquitable education means overcoming challenges in identification, staff training, and funding.
Understanding Special Education Teacher Shortages
By David Peyton and Kelly AcostaState policies meaningfully affect recruitment and retention.
i
i
