Existing research on the implementation of special education (SE) has consistently
documented racial inequities in the law's implementation. We present a new theoretical …

The long-term academic outcomes for many students with attention-deficit/hyperactivity
disorder (ADHD) are strikingly poor. It has been decades since students with ADHD were …

The individualized education program (IEP) process can be difficult for many parents of
children with disabilities to navigate. Analyzing qualitative data from a national, web-based …

Productive partnerships between parents and teachers consistently lead to better academic
and social outcomes for students including those who experience disadvantage linked to …

This qualitative study examined preservice special education teachers'(PSETs) movement
toward critical consciousness and humility in working with families of children with …

This qualitative study examined the experiences of parents who sought inclusive education
for their children with intellectual disabilities or extensive support needs. Data were collected …

Family–school engagement is integral to the success of students with autism. However,
limited research has examined the conceptualization of family–school engagement from the …

Little evidence is available to provide context for understanding the experiences of parents
and youth from historically marginalized groups as they age into adulthood, especially in …

Despite increased attention and research during the past three decades, systemic barriers
continue to hamper meaningful collaboration between school personnel (eg teachers …

Principals play a critical role in creating inclusive schools for students with disabilities, but
few studies focus on how principals foster meaningful engagement for parents of children …