Remedial and Special Education, Ahead of Print.
The postsecondary landscape for autistic youth is changing, with increased opportunities in education and employment. However, autistic youth still face higher disengagement rates than other disability groups. The Center on Secondary Education for ...

Remedial and Special Education, Volume 46, Issue 1, Page 53-65, February 2025.
Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and ...

Remedial and Special Education, Volume 46, Issue 1, Page 42-52, February 2025.
This study used longitudinal special education record data from a large urban southwestern U.S. school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools (N= 21,314). Results indicated that half of ...

Remedial and Special Education, Volume 46, Issue 1, Page 31-41, February 2025.
Growing numbers of students with intellectual disability (ID) have gained access to universities and colleges through the development of inclusive postsecondary education (IPSE) programs. Despite having physical access to college and university campuses ...

Remedial and Special Education, Volume 46, Issue 1, Page 66-78, February 2025.
Friendships are personally valuable and developmentally important relationships for all people, yet friendships between students with and without intellectual and/or developmental disabilities (I/DD) remain infrequent, even in inclusive settings. Extant ...

Remedial and Special Education, Volume 46, Issue 1, Page 3-17, February 2025.
This study used data from the U.S. state of Michigan schools participating in theReading Firstprogram to examine the stability of students’ disability status in Grades 1 to 3. Reading First aimed to improve at-risk students’ reading comprehension ...

Remedial and Special Education, Volume 46, Issue 1, Page 18-30, February 2025.
Data-based decision-making, which involves evaluating students’ progress and making instructional decisions, is an integral competency for preservice teachers. Several studies have found that visual aids, such as decision-making models, may be an ...

Remedial and Special Education, Volume 46, Issue 1, Page 79-90, February 2025.
Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and ...

Remedial and Special Education, Ahead of Print.
There is an expanding body of research focused on exploring inclusive science learning for students with complex support needs. The aim of this qualitative case study was to explore how a research partnership focused on expanding inclusive science ...

Remedial and Special Education, Ahead of Print.
Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative measures alone means that we do not fully understand the ...

Remedial and Special Education, Ahead of Print.
Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; ...

Remedial and Special Education, Ahead of Print.
Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This study used data-based decision-making (DBDM), a research-based systematic approach ...

Remedial and Special Education, Ahead of Print.
Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work ...

Remedial and Special Education, Ahead of Print.
The purpose of this special issue is to explain the advantages of using administrative data generated by states and school districts for research in special education, illustrate their use in special education policy studies, and encourage more such ...

Remedial and Special Education, Ahead of Print.
There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-...

Remedial and Special Education, Ahead of Print.
Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline ...

Remedial and Special Education, Ahead of Print.
This longitudinal follow-up study of 129 autistic young adults and their parents in three states was designed to (a) investigate autistic young adults’ postsecondary education experiences, (b) learn if the experiences align with their interests and if ...

Remedial and Special Education, Ahead of Print.
High school graduation rates for youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. ...

Remedial and Special Education, Ahead of Print.
Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce ...

Remedial and Special Education, Ahead of Print.
Special educators often work in school contexts that are not oriented toward their students’ strengths and needs, resulting in tension–misalignment between their responsibility to students and their schools’ resources and expectations. Using grounded ...