Volume 22, No. 1
Supporting Learning for Students with Disabilities
The last few years have been intensely challenging ones for many students with disabilities, their families, and their teachers. Despite the label that unites these students, the disabilities that lead to their identification are many and varied, so their supports should also vary. This is the thread that connects the articles in this issue: If educators and policymakers can figure out how to build an ecosystem where these students get the personalized supports they need to thrive, then it will truly be possible for all students.
Ensuring Students with Disabilities Leave School Ready to SucceedBy Kristin K. Liu, Martha L. Thurlow and Sheryl S. Lazarus
State boards can watch policies for red flags that hold students back.
Debunking Myths about Students with DisabilitiesBy Karla Phillips-Krivickas
State policy should confront the pervasive low expectations that the outcomes reveal.
Supporting Students with Disabilities throughout the YearBy 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 LearningBy James D. Basham
Build a system that supports each student rather than a mythical average one.
Supporting English Learners with DisabilitiesBy Drew S. Fagan and Luis Javier Pentón Herrera
Equitable education means overcoming challenges in identification, staff training, and funding.
Understanding Special Education Teacher ShortagesBy David Peyton and Kelly Acosta
State policies meaningfully affect recruitment and retention.