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