Laura E. Bray
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Federal special education and accountability policies requires that educators individualize instruction for students with disabilities, while simultaneously ensuring that the vast majority of these… Continue Reading
In this comparative case study, we draw from neoinstitutional and structuration theory to examine the individualized education program (IEP) meetings for five high school students identified with… Continue Reading
Given the legal nature of special education, a particularly promising avenue for infusing research into practice is through court cases. Recent work has illuminated the influence of amicus briefs i...
In this qualitative comparative case study, we drew from institutional theory and cultural historical activity theory to explore how educators wrote, used, and conceptualized the role of… Continue Reading
School organization is a key driver for meaningful inclusion for students with disabilities. While there are promising examples of how schools organize for inclusion with intensive technical assist...
Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to ...
Over the years, federal special education and accountability policies have aligned more closely to require that students with disabilities receive individualized instruction in general education… Continue Reading