Evidenced-Based Strategies in Special Education

With recent mandates like the No Child Left Behind (NCLB) Act of 2004 
and the provisions of the Individuals with Disabilities Education Act (IDEA), 
there has been greater focus on students’ access to the general curriculum, 
scientifically-validated instructional practices, and a general call for 
more accountability in education. 

As a result of these policies, school districts are required to re-examine 
their current instructional practices and have now been mandated to provide 
scientifically-validated, evidence-based instructional strategies to students 
in the general education curriculum who may be at-risk for academic failure. 

For this feature issue on Special Education, we are seeking studies that 
explicitly examine the efficacy of evidence-based instructional strategies 
for students with disabilities in inclusive classroom settings. Any studies 
of a theoretical or empirical nature (including case studies, exploratory, 
or experimental work), are all welcome.

Who May Submit:
Submissions are welcome from researchers, school psychologists, social workers, 
teachers and trainers at all levels, administrators, and others who might be 
actively involved in managing the learning of students with special educational 
needs. Please identify your submission with the keyword: SPECIAL

Submission deadline:
any time until the end of February 2008; see details for other deadline 
options like early, regular, and short.