Volume 23: Issue 2

Issues

Volume 23: Issue 2

Cover Multiple Voices for Ethnically Diverse Exceptional Learners

Publication Date: 01 Dec 2023

Online ISSN: 2158-396X

Print ISSN: 1547-1888

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

, and

DOI: 10.56829/2158-396X-23.2.1

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Leveraging Universal Design for Learning as an Equity-Oriented Systemic Design Framework to Dismantle Exclusionary School Systems

, and

DOI: 10.56829/2158-396X-23.2.7

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Colonization, Liberation, and Universal Design for Learning: Interview with Natalie Thoreson

and

DOI: 10.56829/2158-396X-23.2.21

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Does It Always Need to Be Such a Fight? A Conversation Rooted in the Why of Universal Design for Learning

and

DOI: 10.56829/2158-396X-23.2.31

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A Universal Design for Learning (UDL) Plus Equity Approach to Dismantle Disproportionality: Perspective, Process, and Promise

DOI: 10.56829/2158-396X-23.2.41

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Dismantling the “Hobson Choice” Conundrum: Leveraging UDL for Educational Equity and Justice

DOI: 10.56829/2158-396X-23.2.52

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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

CEC Archive Privacy Policy Meridian Support

eISSN: 2158-396X

ISSN: 1547-1888

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

Leveraging Universal Design for Learning as an Equity-Oriented Systemic Design Framework to Dismantle Exclusionary School Systems

ABSTRACT

Colonization, Liberation, and Universal Design for Learning: Interview with Natalie Thoreson

ABSTRACT

Does It Always Need to Be Such a Fight? A Conversation Rooted in the Why of Universal Design for Learning

ABSTRACT

A Universal Design for Learning (UDL) Plus Equity Approach to Dismantle Disproportionality: Perspective, Process, and Promise

ABSTRACT

Dismantling the “Hobson Choice” Conundrum: Leveraging UDL for Educational Equity and Justice

ABSTRACT

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

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

Retrospective on the Editorship

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

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

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

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

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

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

SPECIAL ISSUE Voices From the Field: The Migrant Voice