Volume 24: Issue 1

Issues

Volume 24: Issue 1

Cover Multiple Voices for Ethnically Diverse Exceptional Learners

Publication Date: 01 Jun 2024

Online ISSN: 2158-396X

Print ISSN: 1547-1888

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Retrospective on the Editorship

THE EDITORS

DOI: 10.56829/i2158-396X-24-1-1

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

DOI: 10.56829/i2158-396X-24-1-4

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

, and

DOI: 10.56829/i2158-396X-24-1-22

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

DOI: 10.56829/i2158-396X-24-1-38

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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

Retrospective on the Editorship

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

ABSTRACT

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

ABSTRACT

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

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