Schema-based direct instruction strategy
, 99
School-wide positive behavior interventions and supports (SWPBIS)
, 207–208
Schoolwide PBIS framework
, 123
Science
, 85–89
commitment to science and evidence-based practice
, 113–114
of effective instruction
, 94
of instruction
, 94
and logic under assault
, 80–85
probabilities
, 86
shortcomings of
, 86–89
Self-monitoring of attention
, 99–101
meeting student needs
, 100–101
Self-Regulated Strategy Development (SRSD)
, 98–99
Severe disabilities, appropriate education for
commitment to effective instruction
, 114–115
commitment to individualization
, 115–116
commitment to science and evidence-based practice
, 113–114
special education values and advocacy
, 113–116
Sociocultural perspectives on advanced learning
, 176–179
asset-based sociocultural approaches in education
, 177
excellence gaps
, 179–180
sociocultural approaches to advanced academics
, 176–178
span abilities
, 178–179
Special education
, 2, 46, 51, 190, 203
causes of special education’s devolution and way forward
, 8–16
claims
, 2–3
devolving
, 25–32
dodges and denials
, 22–23, 25
EBP in
, 114
effective instructional features application in
, 97–98
emergence and future
, 5–6
futures
, 209–214
getting into devolution
, 26–29
Gullibility and Bandwagons
, 15–16
improving special education outcomes for SWED
, 125–126
improving special education practices for SWED
, 124–125
inclusion and multitiered systems of support
, 206–208
laws
, 170
legal precedents for evaluating effectiveness of
, 144–145
MTSS prospects for improving
, 126–134
nature of problem
, 6–8
needed changes in
, 201–202
notions of truth and implications for
, 13–15
politics, and political economy
, 12–13
responses to criticisms
, 3–5
revolution, devolution, and evolution
, 16–22
and separate identity
, 13
services
, 160
services in US
, 144–147
sound thinking about improving
, 123–126
special education works
, 204–206
special educators
, 30–32
teacher preparation
, 53–54
twice-exceptional students in special education policy
, 183
unique responsibilities of
, 43–47
in United States
, 109–110
values and advocacy
, 113–116
Special Education Identification
, 129
Specialized educational professionals
, 51–53
Specialized instruction delivered by specialized educational professionals
, 51–53
Specialized service delivery model
, 51–53
Specially designed instruction
, 50–51
Specific learning disabilities (SLD)
, 204–206
State accountability systems
, 182–183
Students with advanced learning needs
, 172–173
Students with disabilities (SWD)
, 16
Students with educational disabilities (SWED)
, 5, 16, 43–44, 121–122, 144
improving special education outcomes for
, 125–126
improving special education practices for
, 124–125
Students with learning difficulties
, 173
Students without disabilities (SWOD)
, 144, 146–147