Academic journal article Exceptional Children

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Academic journal article Exceptional Children

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Article excerpt

As we move well into 2013, special education continues to face support and funding challenges. We have renewed optimism that the collective wisdom of the special education community--including parents, teachers, researchers, and policy makers--can work together to strengthen services provided for individuals with disabilities and those who are gifted. We hope research will continue to provide guidance on evidence-based practices. We are pleased to present this issue, which mirrors the diversity of our field in its range of topics.

Kearns and Fuchs provide a comprehensive synthesis of 39 studies examining the effects of cognitively focused interventions with low-performing students with and without learning disabilities. Their findings are mixed, with the authors indicating a need for additional high-quality research in this area.

McIntosh, Mercer, Hume, Frank, Turri, and Mathews examined factors related to the sustainability of schoolwide positive behavior supports, in a study of over 200 schools. They identified two school-level and two district-level factors, with team use of data and capacity building as predictors of sustainability.

Steinbrecher, McKeown, and Walther-Thomas examined two federal data sources on special education teacher personnel, to evaluate the adequacy of these sources for determining teacher shortages. …

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