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

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Ensuring Students with Disabilities Leave School Ready to Succeed

By Kristin K. Liu, Martha L. Thurlow and Sheryl S. Lazarus

State boards can watch policies for red flags that hold students back.





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Debunking Myths about Students with Disabilities

By Karla Phillips-Krivickas

State policy should confront the pervasive low expectations that the outcomes reveal.





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Supporting Students with Disabilities throughout the Year

By Angela Johnson and Elizabeth Barker

The data point up a need for services that extend beyond the school year.





Reenvisioning the Future with Universal Design for Learning

By James D. Basham

Build a system that supports each student rather than a mythical average one.






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Supporting English Learners with Disabilities

By Drew S. Fagan and Luis Javier Pentón Herrera

Equitable education means overcoming challenges in identification, staff training, and funding.





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Understanding Special Education Teacher Shortages

By David Peyton and Kelly Acosta

State policies meaningfully affect recruitment and retention.







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