Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee

Using U.S. state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adjustments were made to generate odds ratios, especially for higher-incidence disabilities (specific learning disability, specific language impairment, and intellectual disability). Finally, the most severe evidence of underrepresentation was in lower-incidence disabilities (other health impairments and autism). Our results underscore the need for further examination into low rates of SPED identification among learners whose first language is not English (EPB and Current EL). We discuss the contextualized research, practice, and policy implications of our findings.

Criminal Behavior and School Discipline in Juvenile Justice-Involved Youth with Autism

The objective was to delineate the prevalence of criminal behavior and school discipline in juvenile justice-involved youth (JJY) with autism. A sample of 143 JJY with autism was matched to comparison groups of JJY without a special education classification, JJY with learning disabilities, and JJY with other special educational needs (N = 572). Results showed that JJY with autism committed significantly fewer property crimes. With regard to school discipline, JJY with autism were least likely to receive policy violations, out-of-school suspensions, and in-school suspensions. Finally, regardless of special education classification, JJY who had a history of fighting in school were more likely to recidivate. Our results suggest that JJY with autism are not more likely to commit crimes compared to JJY without SEN.

Trends in the Educational Placement of Students With Intellectual Disability in the United States Over the Past 40 Years

In 1975, federal law mandated that children with disabilities be educated in their least restrictive environment, or alongside peers without disabilities in general education classrooms to the maximum extent appropriate. More than 40 years later, I investigated how national trends in educational placement have changed over time for students with intellectual disability. Specifically, I examined the degree placements have trended toward less restrictive environments. I found historical trends of incremental progress toward less restrictive settings, but no evidence of such progress in recent years. Furthermore, most students were educated predominantly in segregated settings every year. I discuss how these findings relate to previous studies, as well as implications for individualized education program teams and advocates for educational inclusion.

A Cross-Sectional Study of the Association between Infant Hepatitis B Vaccine Exposure in Boys and the Risk of Adverse Effects as Measured by Receipt of Special Education Services

The National Center for Education Statistics reported that between 1990–2005 the number of children receiving special education services (SES) rose significantly, and then, from 2004–2012, the number declined significantly. This coincided with the introduction of Thimerosal-containing hepatitis B vaccine in 1991, and the subsequent introduction of Thimerosal-reduced hepatitis B vaccine in the early 2000s. This study examined the potential relationship between infant exposure to mercury from three doses of Thimerosal-containing hepatitis B vaccine and the risk of boys being adversely affected (as measured by receipt of SES). This cross-sectional study examined 1192 boys (weighted n = 24,537,123) 7–8 years of age (born: 1994–2007) from the combined 2001–2014 National Health and Nutritional Examination Survey (NHANES). Survey logistic regression modeling revealed that an exposed population receiving three doses of infant Thimerosal-containing hepatitis B vaccine (weighted n = 11,186,579), in comparison to an unexposed population (weighted n = 704,254), were at an increased risk of receipt of SES. This association was robust (crude odds ratio = 10.143, p = 0.0232), even when considering covariates, such as race and socioeconomic status (adjusted odds ratio = 9.234, p = 0.0259). Survey frequency modeling revealed that receipt of SES for the population that was exposed to three doses of Thimerosal-containing hepatitis B vaccine in infancy (12.91%) was significantly higher than the unexposed population (1.44%) (prevalence ratio = 8.96, p = 0.006, prevalence attributable rate = 0.1147). Despite the limitation of this cross-sectional study not being able to ascribe a direct cause-and-effect relationship between exposure and outcome, it is estimated that an additional 1.2 million boys received SES with excess education costs of about United States (US) $180 billion associated with exposure to Thimerosal-containing hepatitis B vaccine. By contrast, exposure to Thimerosal-reduced hepatitis B vaccine was not associated with an increased risk of receiving SES. Therefore, routine childhood vaccination is important to reduce the morbidity and mortality of infectious diseases, but every effort should be made to eliminate Thimerosal from all vaccines.

A Categorical Content Analysis of Highly Cited Literature Related to Trends and Issues in Special Education

This investigation employs categorical content analysis processes as a mechanism to examine trends and issues in a sampling of highly cited (100+) literature in special education journals. The authors had two goals: (a) broadly identifying trends across publication type, content area, and methodology and (b) specifically identifying articles with disaggregated outcomes for students with learning disabilities (LD). Content analyses were conducted across highly cited (100+) articles published during a 20-year period (1992-2013) in a sample ( n = 3) of journals focused primarily on LD, and in one broad, cross-categorical journal recognized for its impact in the field. Results indicated trends in the article type (i.e., commentary and position papers), content (i.e., reading and behavior), and methodology (i.e., small proportions of experimental and quasi-experimental designs). Results also revealed stability in the proportion of intervention research studies when compared to previous analyses and a decline in the proportion of those that disaggregated data specifically for students with LD.

Deafness and Diversity: Reflections and Directions

Concluding a two-part American Annals of the Deaf special issue on deafness and diversity (DAD), the editors provide reflections and guidance to the field regarding d/Deaf and hard of hearing (d/Dhh) children with a disability (DWD; e.g., learning or intellectual disability, autism) and d/Dhh children from homes where parents use a language other than English or American Sign Language (d/Dhh Multilingual Learners; DMLs). Contributing authors addressed the application of theory, research, and practice to five topics: (a) early intervention, (b) communication/language, (c) assessment, (d) transition, (e) teacher preparation. An overview of the main recommendations of the contributors and editors is presented in an effort to advance research and pedagogy with these learners. In conclusion, the editors discuss the "Radical Middle" approach (Easterbrooks & Maiorana-Basas, 2015) to working with students who are DAD: providing learners with all options for academic, social, and emotional success.

Increasing Cultural And Linguistic Diversity In Deaf Education Teacher Preparation Programs

As the field of education of the d/Deaf and hard of hearing (d/Dhh) continues to diversify, postsecondary institutions must pay close attention not only to the changing needs of d/Dhh students but to the practitioners they are preparing to serve this population. Students who are d/Dhh and come from homes where a language other than English or American Sign Language is used--d/Dhh Multilingual Learners (DMLs)--constitute 19.4%-35.0% of the d/Dhh student population (Gallaudet Research Institute, 2013). In the present article, part of a special American Annals of the Deaf issue on DMLs, the authors review demographic trends, examine the theory behind teacher effectiveness and culturally responsive teaching, provide examples from research on effective components of teacher preparation programs and discuss how they align with the field's certification standards, and recommend practices for programs and teachers to meet these standards within the field's ever-changing landscape.

Identifying emerging trends for implementing learning technology in special education: a state-of-the-art review of selected articles published in 2008-2012

As electronic learning (e-learning) becomes increasingly popular in education worldwide, learning technology (LT) has been applied in various learning environments and activities to promote meaningful, efficient, and effective learning. LT has also been adopted by researchers and teacher-practitioners in the field of special education, but as yet little review-based research has been published. This review research thus carefully examined the trends of LT implementations in special education, providing a comprehensive analysis of 26 studies published in indexed journals in the past five years (2008-2012). Two research questions were addressed: (a) What are the major research aims, methodologies, and outcomes in these studies of implementing LT in the field of special education? and (b) What types of LT are mainly used with special education students, and for what kinds of students? Major findings include that examining the learning effectiveness of LT using was the most common research purpose (75%); researchers primarily relied on experimental studies (46%, 12 studies), followed by interviews and questionnaires (19%, 5 studies). Moreover, the most common use of LT was computer-assisted technology (such as web-based mentoring, educational computer games, laptop computers) in special education; studies investigating the use of LT with mentally disabled students were more than those with physically disabled ones. It is expected that the findings of this work and their implications will serve as valuable references with regard to the use of LT with special education students.

The trend in SLD enrollments and the role of RTI

Based on the latest U.S. Department of Education data, this article presents the enrollment figures for students identified with specific learning disabilities (SLD) under the Individuals with Disabilities Education Act (IDEA) for the school years from 1995-1996 to 2011-2012. The figures for each year are (a) the number of students with SLD ages 6 to 21, (b) the percentage in relation to students classified under all of the IDEA classifications, and (c) the percentage in relation to total K-12 school enrollments. The discussion examines these trends and explores the possible reasons for them.

In utero azathioprine exposure and increased utilization of special educational services in children born to mothers with systemic lupus erythematosus

OBJECTIVE

Azathioprine (AZA) is recognized among immunosuppressive medications as relatively safe during pregnancy for women with systemic lupus erythematosus (SLE) requiring aggressive treatment. This pilot study aimed to determine whether SLE therapy during pregnancy was associated with developmental delays in offspring.

METHODS

This cohort study included SLE patients with at least one live birth postdiagnosis. Medical histories were obtained via interviews and chart review. Multiple logistic regression was used to examine associations between SLE therapy during pregnancy and maternal report of special educational (SE) requirements (as proxy for developmental delays) among offspring. Propensity scoring (incorporating corticosteroid use, lupus flare, and lupus nephritis) was used to account for disease severity.

RESULTS

Of 60 eligible offspring from 38 mothers, 15 required SE services, the most common indication for which was speech delay. Seven (54%) of the 13 children with in utero AZA exposure utilized SE services versus 8 (17%) of 47 nonexposed children (P < 0.01). After adjustment for pregnancy duration, small for gestational age, propensity score, maternal education level, and antiphospholipid antibody syndrome, AZA was significantly associated with SE utilization occurring from age 2 years onward (odds ratio 6.6, 95% confidence interval 1.0-43.3), and bordered on significance for utilization at any age or age <2 years.

CONCLUSION

AZA exposure during SLE pregnancy was independently associated with increased SE utilization in offspring, after controlling for confounders. Further research is indicated to fully characterize developmental outcomes among offspring with in utero AZA exposure. Vigilance and early interventions for suspected developmental delays among exposed offspring may be warranted.

Using response-prompting procedures during small-group direct instruction: outcomes and procedural variations

Research was reviewed on small-group instruction for learners with disabilities. The review was conducted for articles published between 1990 and 2010 on the application of small-group direct instruction to teach discrete skills using prompting procedures. A total of 47 articles with 197 participants and 687 replications of effects was located. Small-group instruction was effective for 195 of 197 participants and across variations in implementation and contexts. Implementers were primarily special education personnel, and instruction typically occurred in special education settings. Rigorous designs were used in all studies, and fidelity was assessed in 46 of 47 studies and was uniformly high. Students consistently reached criterion on their own target behaviors, generalized those behaviors, maintained them, and learned the behaviors taught to their peers (when this was measured, which occurred in a majority of the studies). Future research should examine comparisons of procedural variables and promoting social behaviors between group mates.

Are we exacerbating students' learning disabilities? an investigation of preservice teachers' attributions of the educational outcomes of students with learning disabilities

While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students with LD as a lacking ability in comparison to others in the class. Recommendations for research and training programmes conclude the paper.

International Leaders Summit: using dialogue to Center the Conversation on the Education of Deaf Children and Youth in the 21st century

Om July 18, 2010, the eve of the 21st International Congress on the Education of the Deaf (ICED 2010), the International Leaders Summit was held at the Center for Dialogue at Simon Fraser University, Vancouver, Canada. A total of 120 world leaders from 32 countries participated. Presenters, including students, led the conversation on current perspectives, teacher preparation, worldwide resources, and major issues affecting the education of d/Deaf and hard of hearing infants, children, and youth. Summit participants recognized that advances in detection, early intervention, and technology present challenges in meeting the needs of a student population more diverse than at any other stage in history. While it was acknowledged that needs differ in various parts of the world, there was a consensus that change is required to prepare students to handle challenges in the 21st century.

Education of deaf and hard of hearing students and accountability reform: issues for the future

The No Child Left Behind Act of 2001 (NCLB) has had a monumental impact over the past decade on how educational reform is viewed in the United States. As a result of how the law is structured, schools for students who are deaf or hard of hearing have been the focus of attention for educational reform under NCLB. While there have been some shifts in policy, reauthorization of NCLB will need to respond to some of the larger calls for changes to the law. The author discusses some key issues related to assessment and accountability that are central to how the reauthorization of NCLB affects the education of deaf and hard of hearing students.

Faculty needs, doctoral preparation, and the future of teacher preparation programs in the education of deaf and hard of hearing students

The purposes of the study were to obtain and analyze data on the need for, and desired characteristics of, faculty in deaf education at American institutions of higher education (IHEs), and to assess the present and projected status of doctoral-level teacher preparation programs in deaf education at American IHEs. Program directors and coordinators provided information on current and projected faculty openings, the number of active doctoral students, faculty research interests, program strengths, and needs in the field. Results indicated a pending shortage due to faculty retirements and a paucity of doctoral-level graduates. Most faculty listed literacy and language as a primary research interest as well as a program strength. The ability to generate new knowledge through research was found to be less desirable for future faculty than teaching ability. Suggestions for improving doctoral preparation and moving the field to evidence-based practices are provided.

Enrollment trends in deaf education teacher preparation programs, 1973-2009

The number of deaf education teacher preparation programs and the number of program graduates were tabulated from reference issues of the American Annals of the Deaf beginning in 1973 and progressing every third year through 2009. Programs and graduates reached their highest levels from the mid-1970s through mid-1980s. In 2006 and 2009, only about one fourth as many students were majoring in deaf education in relation to the general U.S. college population as in 1973, 1976, and 1979. Yet because the population of children identified as deaf and hard of hearing has also declined, the ratio of program graduates to deaf children has stayed relatively balanced for the past 20 years. Current challenges faced by teacher preparation programs include increases in interpreter preparation programs and programs for teaching American Sign Language, as well as the changing nature of the role of teacher of the deaf.

Developing behavioural services to meet defined standards within a national system of specialist education services

In response to increasing demand for more accountability and improved outcomes in the provision of behavioural services, Specialist Education Services (SES) in New Zealand employed the trainer of trainers programme developed by the Institute for Applied Behaviour Analysis (IABA). The goal was to develop a national training team capable of training SES staff to carry out assessments and develop support plans that could meet defined standards. The purpose of this study was to evaluate the outcomes of this trainer of trainers project. The primary methods of evaluation included the pre-post training comparisons of trainees' functional assessments and positive behaviour support plans, against 140 defined criteria. The results of this project indicated that the SES national training team was able to train SES staff to meet the same standards of service delivery as the external IABA trainers. Further, a Periodic Service Review (PSR) system was implemented to insure that service standards could be maintained at a high level. A major conclusion reached in this study was that a trainer of trainer approach appears to be effective in preparing large numbers of educational personnel to meet the increasing demands by schools for professionals to meet a high standard of service delivery.

Have we made any progress? Including students with intellectual disabilities in regular education classrooms

To what extent are students with intellectual disabilities included in regular education classrooms in the United States? Although inclusion is an accepted best practice in special education, little progress has been made in including students with intellectual and other developmental disabilities. Using historical and the most recent available federal data, I explored the percentage of students with intellectual disabilities who are fully included in regular education classrooms, both nationally and in individual states. States are rank ordered by the percentage of students who are included. Nationally, in 2002-2003, less than 11% of students with intellectual disabilities were fully included in regular education classrooms. Research, policy, and advocacy issues are addressed.

Obesity and secondary conditions in adolescents with disabilities: addressing the needs of an underserved population

Children and adolescents with physical and cognitive disabilities have a higher prevalence of overweight compared to their non-disabled peers. This health risk can lead to a greater number of obesity-related secondary conditions (e.g., fatigue, pain, deconditioning, social isolation, difficulty performing activities of daily living) and can impose significant personal and economic hardship on the child and family. Effective strategies for reducing the risk of overweight/obesity in adolescents with disabilities must begin with greater awareness of the behavioral and environmental antecedents that lead to higher rates of obesity in this underserved segment of the youth population. Research on interventions to reduce obesity among adolescents with disabilities is an important area of future research for public health scientists. A range of interventions will be necessary to overcome the many barriers that youth with disabilities experience in achieving and maintaining a healthy weight.

Learning disabilities: bringing fields and nations together

This article advocates an approach to supporting students who experience difficulties in learning, irrespective of nosology, particularly in the key areas of literacy and numeracy. In the state of Queensland, Australia, a distinction has been made between students' experiencing learning difficulties and those who have learning disabilities (LD). However, government priorities for improved achievement in literacy and numeracy have focused schools on the performance of all low-achieving students, without regard to diagnostic category. Many are now mobilizing a schoolwide effort that combines resources into a unified plan, using a three-wave approach. The first wave is high-quality classroom teaching, the second is early intervention, and the third is ongoing support for those students who have persistent difficulties, using adapted instruction and intensive tutoring. A further theme is the promise of neuropsychological advances for giving meaning to the underlying impairments of some students--who do have LD--that justifies the provision of adaptations to sustain their learning throughout their schooling and beyond. Throughout this article, the different yet converging understandings of LD in Australia and the United States are tracked, with suggestions made for future research that avoid the problems of operationalizing the definition of LD proposed by Keogh in 1982.

Preparing future teachers and doctoral-level leaders in deaf education: meeting the challenge

The deaf education profession faces a critical juncture. First, the 2006 leadership crisis that swept deaf education's flagship institution--Gallaudet University--will propel professionals to think deeply about promoting diversity, equity, and access in deaf education teacher and leadership preparation programs. Second, personnel shortages require attention: Teacher and leadership voids in university and K-12 programs loom if training efforts are not increased. Teaching and leadership needs center on three challenges: (a) understanding the changing demographic composition of the student, teacher, and leadership populations; (b) developing an evolving curriculum founded on research-based practices; (c) continuing to enlarge the knowledge base through applied research in the social sciences. Two case studies examine teacher training and leadership programs at universities that address these challenges. The importance of workplace deaf-hearing bicultural teams is examined. Implications for the preparation of teacher and leadership personnel in deaf education are discussed.

[Special support education for students with Asperger's syndrome]

The necessity of an educational action on the child student with the Asperger's syndrome etc. started after 2001, and it became clearer in "big paradigm conversion from a current special education system to a new special support education system". Legal maintenance corresponding to "LD, ADHD, high-functioning autism etc." including the Asperger's syndrome became recent years, it come one after another, and the construction of the system of support began to advance rapidly in nationwide various schools. And, it started, and the construction of a continuing consistent system of support from the kindergarten to the high school began to materialize to the construction of the support system.

Preservice preparation of teachers of the deaf in the twenty-first century: a case study of Griffith University, Australia

The provision of educational services to students who are deaf or hard of hearing in the compulsory school years in Australia has seen a shift from exclusive, isolated settings in the 1970s to an inclusive approach personalized to cater to the diversity of those students requiring educational support. Universities that undertake specific programs to train teachers of the deaf need to respond proactively to ensure that graduates are able to provide services in all types of school environments. The present study concerns the evaluation of preservice teachers of the deaf by their university, by their teacher mentors, and through their own assessment of the skills required to be a teacher of the deaf. The study's overall conclusion is that programs for preservice teachers of the deaf can produce high-quality graduates and that graduates undertake postgraduate study after some years of teaching.

In search of a new, linguistically and culturally sensitive paradigm in deaf education

For more than a century, educators have recognized the low academic achievement of deaf children in America. Teacher training programs in deaf education historically have emphasized medical-pathological views of deaf people and deaf education rather than appropriate pedagogies that draw upon and build on deaf students' linguistic and cultural knowledge. A recent and growing interest in educating deaf children bilingually acknowledges the value of American Sign Language and English in the classroom. The authors address the dire need for prospective teachers and teacher educators to rethink their views of deaf people and, in doing so, rethink the teaching methodologies in deaf education.

Education of the deaf in Australia and Norway: a comparative study of the interpretations and applications of inclusion

Inclusion is a term and process that is culturally, politically, medically, philosophically, and historically relative in its interpretations in the education of the deaf. The present study is a comparative analysis of two substantially different education systems for deaf students, those of Norway and Australia. The study objective was to elucidate the sources of some of these differences and to examine the interpretations and applications of inclusion that are inherent in the two countries' policies and practices, and in recent research evaluations. Significant differences exist in the national contexts and in the manner in which inclusion is understood and applied in Norway and Australia; the study reports on recent research examinations of inclusion in the two countries and finds that the transitions from policy to practice seem questionable.

Deaf education in China: history, current issues, and emerging deaf voices

An overview is provided of (a) deaf education in China, (b) views of deaf Chinese, and (c) recent empowering international collaborations. China's national policy focuses on oral/aural education and hearing rehabilitation. However, everyday practice in schools for deaf children includes various forms of Chinese Sign Language. Early childhood education focuses on speech and hearing. Elementary and secondary school curricula reflect low expectations for deaf students and lack the same academic content provided to hearing students. There are limited higher education opportunities. There are no support services such as note takers or interpreters for mainstreamed students. There are no deaf teacher preparation or interpreter training programs. Jobs are few; the vast majority of deaf adults are unemployed. Deaf people interviewed for the article describe their needs, their dreams, and the changes they are witnessing, which result in part from recent empowering international collaborations.

Changing practice patterns of school-based occupational therapists in Israel

Following the enactment of the Special Education Law in Israel in 1988, school-based occupational therapists (OTs) were expected to modify their practice patterns by, providing services within the classroom or other educational settings, increasing collaboration with other team members, and implementing indirect intervention models such as monitoring and consultation. The purpose of this study was to examine the intervention patterns of school-based OTs in Israel. The study sample included 77 school-based OTs. The survey was carried out through a questionnaire which included: (1) background information, (2) implementation and perceptions towards intervention models, and (3) team-work practices of the OTs. The findings indicated that most of the time (76.9%) OTs still implement the 'direct therapy' model, working outside the classroom and focusing on improving performance components. These findings imply that school-based OTs in Israel are still in the process of changing their practice patterns, and are mostly applying the medical model. However, due to the relatively small sample, it is important to repeat this survey using a larger sample of OTs who work in different settings and with various age groups.

Studying disability and disability studies: shifting paradigms of LDA synthesis of responses to Reid and Valle

In this article, I discuss the 11 diverse responses to Reid and Valle's work on the discursive practice of learning disabilities (LD), implications for instruction, and parent-school relations. I highlight key ideas from each article and then focus on three common areas of interest shared by most respondents: the unacceptable status quo of schooling practices; desired changes in schooling practices; and knowledge production in the field of special education and its relation to schooling practices. In light of the many issues raised, I urge the need for a reflective turn in the field of LD and for openness toward diversification of thought.

Issues and trends in science education: the shortage of qualified science teachers

Science teachers are leaving their profession. They feel overwhelmed by the expectations and scope of the job and isolated and unsupported in their classrooms. They also feel that expectations are unclear. The statistics on turnover among new teachers are startling. School administrators, science teacher leaders, and teacher education programs can do much more to promote better preparation of science teachers and to recruit new teachers into science teaching. In particular, the author focuses on relevant research and on recommendations for educational researchers and policymakers interested in improving and retaining qualified science teachers in classrooms.

The "postmodern" heresy in special education: a sociological analysis

The special education profession has witnessed a recent struggle between researchers who defend a positivistic approach to knowledge and practice and "postmodern" special educators who challenge that approach. In this analysis I utilize a sociological theory of heresy to examine the conflict between postmodern heresy and positivist orthodoxy. I also investigate the cultural model of the special education profession, a discursive definition of ideology and heresy, characteristics of heresy in an organization, and the presence of deep contradiction within agreement between orthodoxy and heresy. I conclude with an examination of the limitations of heresy theory and the democratic challenge facing the multiparadigmatic field of special education.

Normalizing difference in inclusive teaching

Inclusion practices and special education can be transformed by using a disability studies perspective, which constructs differences as natural, acceptable, and ordinary. Although inclusion is a moral imperative in promoting social justice, some inclusive practices continue to marginalize students with disabilities. A truly inclusive school reflects a democratic philosophy whereby all students are valued, educators normalize difference through differentiated instruction, and the school culture reflects an ethic of caring and community.

The Möbius effect: addressing learner variance in schools

Currently, educators separate out from typical students those whose learning needs vary from the norm. The norming and sorting process may earmark students as "different" without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for some students is the creation of classrooms in which human differences are valued and provided for, yet few teachers (including specialists) seem currently to have the skill or will to develop these sorts of settings. Educators need to examine the potential costs and benefits of alternative approaches to addressing the learning needs that exist among people.

Interanimation: repositioning possibilities in educational contexts

Changing discursive practices is necessary for educational social justice and is made possible through the interanimation of diverse ways of knowing that create dynamic tensions and challenge reliance on narrow views of what counts as legitimate knowledge. In this article, we accept the challenge that Reid and Valle put forth in creating new discourses of possibility through the animation of sociocultural and critical theory as they might apply to the interrogation of two aspects of the meaning-making process: (a) the interanimation of voices across systems as a condition of reculturing institutions and communities of practice, and (b) instructional activity settings in educational contexts (e.g., disciplinary apprenticeships). We conclude this article by examining possibilities for collaborative research activity.

The end of innocence: historiography and representation in the discursive practice of LD

In this article, I discuss two interrelated sets of challenges that the discursive practice of learning disability (LD) will need to address, namely, issues associated with the development of a historiography of special education and a more complex understanding of representation issues. I use social theory to address these challenges and raise questions the LD field will need to grapple with as we move toward the consolidation of discursive practices.

Interrupting the discourse: a response to Reid and Valle

Reid and Valle (in this issue) illustrate how discourse within the field of learning disabilities (LD) determines what can and cannot be said and shapes what counts as knowledge or truth. Because basic assumptions about disability often remain unquestioned, Reid and Valle ask us to focus on the epistemological foundations of the field of LD. They demonstrate how discourse, far from being simply an academic or abstract theoretical pursuit, has direct material consequences for people labeled as having LD. In this response, I highlight some of the ways that the discourse in the LD field is getting in the way of truly transforming education for all learners and impeding our ability to ask the hard questions about our own complicity in issues such as the overrepresentation of students of color and the inaccessibility of general education learning environments.

School evolution: scientist-practitioner educators creating optimal learning environments for all students

Similarities and differences between discursive practitioners and scientist-practitioners are discussed in reference to a variety of issues. The scientist-practitioner's approach to generating and evaluating new knowledge is illustrated with two partnerships: (a) between the University of Washington Multidisciplinary Learning Disability Center and a school district (at-risk first graders in the Los Angeles Unified School District) and (b) between the University of Washington Literacy Trek Project and a local school (at-risk second graders in Seattle public schools). Both partnerships involved mostly children who were English language learners. These partnerships also illustrated how Vygotsky's approach to fostering cognitive development through social interaction can be integrated with that of his pupil Luria, who assessed the neuropsychological processes of the individual mind/brain. The most effective instruction for school-age children, who exhibit biological and cultural diversity, takes into account individual and social-cultural variables.