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Editorial Type: EDITORIAL

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Online Publication Date: 07 Apr 2014

Responding to the Needs of Ethnically and Culturally Diverse Learners with Exceptionalities and Their Families
It’s a High Calling but One We Must Accept!

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Article Category: Research Article

Page Range: 1 – 3

DOI: 10.56829/muvo.13.2.x33u3588q689478x

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Organized Disinvestment in the Futures of Black Youth with Intellectual Disability Labels through Racialized Transition Mechanisms

COURTNEY L. WILT

Staying Intentional: Advancing Integration Strategies for Students with Dis/abilities at the Intersection of Race, Sex, National Origin, and Religion

KATHLEEN KING THORIUS

Retrospective on the Editorship

THE EDITORS

A Critical Approach to Reducing Referrals for Diverse Students At-Risk of ADHD

JOY BANKS,

REAGAN L. MERGEN, and

KIA F. WILLIAMS

In Service of Equity? Exploring Universal Design for Learning's Transformative Potential

BRYAN MASCIO,

BETH FORNAUF,

JENNA W. GRAVEL, and

T. NICOLE TUCKER-SMITH

Organized Disinvestment in the Futures of Black Youth with Intellectual Disability Labels through Racialized Transition Mechanisms

COURTNEY L. WILT

“We're Building Frameworks”: Administrator and Educator Perspectives on Implementing a Dual Language Pre-K Program to Include All Students

KATHLEEN M. FARRAND,

MEGAN T. DEEG,

SULTAN KILINC, and

MICHAEL KELLEY

Effects of Adapted Dialogic Reading on Oral Language and Vocabulary Knowledge of Latino Preschoolers at Risk for English Language Delays

VIVIAN I. CORREA,

YA-YU LO,

KRISTI GODFREY-HURRELL,

KATIE SWART, and

DORIS LUFT BAKER

The Individuals with Disabilities Education Act (IDEA) and the Equity Imperative: Examining Early Childhood Transitions to Special Education

CATHERINE K. VOULGARIDES and

BRENDA L. BARRIO

SPECIAL ISSUE Voices From the Field: The Migrant Voice

Jorge Gonzalez and

Salvador Ochoa

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Organized Disinvestment in the Futures of Black Youth with Intellectual Disability Labels through Racialized Transition Mechanisms

COURTNEY L. WILT

Staying Intentional: Advancing Integration Strategies for Students with Dis/abilities at the Intersection of Race, Sex, National Origin, and Religion

KATHLEEN KING THORIUS

Retrospective on the Editorship

THE EDITORS

A Critical Approach to Reducing Referrals for Diverse Students At-Risk of ADHD

JOY BANKS,

REAGAN L. MERGEN, and

KIA F. WILLIAMS

In Service of Equity? Exploring Universal Design for Learning's Transformative Potential

BRYAN MASCIO,

BETH FORNAUF,

JENNA W. GRAVEL, and

T. NICOLE TUCKER-SMITH

Organized Disinvestment in the Futures of Black Youth with Intellectual Disability Labels through Racialized Transition Mechanisms

COURTNEY L. WILT

“We're Building Frameworks”: Administrator and Educator Perspectives on Implementing a Dual Language Pre-K Program to Include All Students

KATHLEEN M. FARRAND,

MEGAN T. DEEG,

SULTAN KILINC, and

MICHAEL KELLEY

Effects of Adapted Dialogic Reading on Oral Language and Vocabulary Knowledge of Latino Preschoolers at Risk for English Language Delays

VIVIAN I. CORREA,

YA-YU LO,

KRISTI GODFREY-HURRELL,

KATIE SWART, and

DORIS LUFT BAKER

The Individuals with Disabilities Education Act (IDEA) and the Equity Imperative: Examining Early Childhood Transitions to Special Education

CATHERINE K. VOULGARIDES and

BRENDA L. BARRIO

SPECIAL ISSUE Voices From the Field: The Migrant Voice

Jorge Gonzalez and

Salvador Ochoa

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Get Ahead of Print Alerts

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eISSN: 2158-396X

ISSN: 1547-1888

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