Abandonment

, 213

Ableism

, 9

Academic accommodations

, 100–102

Academic achievement

, 145

Academic engaged time

, 96

Accountability

, 171, 182

Advanced learners

, 175–176

Advanced learning

identifying academic needs

, 173–174

misconceptions about

, 173–176

options

, 175–176

planning instruction

, 174–175

prioritizing equity over excellence

, 175–176

students with advanced learning needs

, 172

Advanced learning plan (ALP)

, 177–178

Advanced Research Projects Agency for Education (ARPA-ED)

, 211

Advocacy

, 45, 109–110

commitment to effective instruction

, 114–115

commitment to individualization

, 115–116

commitment to science and evidence-based practice

, 113–114

special education values and

, 113–116

“Alternative facts”

, 13

Americans with Disabilities Act (ADA)

, 100

“Anti-classification” approach

, 11

“Anti-subordination” approach

, 11

Antiintellectualism

, 31

Antispecial education

, 11–12

Anxiety

, 193

Applied behavior analysis

, 115

Appropriate education. See also Public education

commitment to effective instruction

, 114–115

commitment to individualization

, 115–116

commitment to science and evidence-based practice

, 113–114

special education values and advocacy

, 113–116

Appropriateness

, 72–73

Artificial intelligence (AI)

, 210–211

Asset-based approach

, 174

Asset-based sociocultural approaches in education

, 177

Autism spectrum disorders (ASD)

, 87, 193

Bandwagons

, 15–16

Basic learning principles

, 2

Behavior management program

, 96

Behavioral engagement

, 96

Behavioral method

, 45

Belonging

, 10

Best-evidence synthesis

, 148, 160–161

contributions and implications

, 162–163

control or comparison groups

, 146–147

included studies and select study information

, 151–153

legal precedents for evaluating effectiveness of special education

, 144–145

limitations

, 161

method

, 148–150

PRISMA diagram

, 149

results

, 154–160

special education services

, 160

special education services in US

, 144–147

study’s purpose

, 147–163

prior work’s methodological limitations

, 146

Brown v Board of Education

, 44, 60, 63, 110–111

Business-as-usual control group (BAU control group)

, 150

Case law

, 69–70

Central Obligation of Special Education

, 63–65

CHAMPS (behavior management program)

, 96

Civil rights of SWED

, 44–45

Class

, 45

Classwide Peer Tutoring (CWPT)

, 99

Climate science

, 80–81

Cognitive engagement

, 96

Concerted action

, 31

Contingencies

, 7

Continuum of alternative placements (CAP)

, 60, 65, 68–69, 170, 194–195, 202

appropriateness

, 72–73

case law, LRE, and CAP

, 69–70

courts and struggle to interpret congressional intent

, 71–72

Daniel R. R. v. State Board of Education

, 70–71

free appropriate public education

, 63–65

integration

, 75

least restrictive environment

, 65–68

legislative intent, FAPE, LRE, and CAP

, 72–75

options

, 75

right to education

, 60–63

Continuumism

, 30–31

Corrective feedback

, 96–97

COVID-19 pandemic

, 80–82, 84, 203

Creativity, innovation, and entrepreneurship education (CIE)

, 178

Current practices

, 191–198

Curriculum

, 192–193

Daniel R. R. v. State Board of Education

, 69–71

Defense Advanced Research Projects Agency (DARPA)

, 211

Deficit perspectives

, 174–175

Demography of disabilities

, 193–194

Denials

, 22–23, 25

Depression

, 193

Derelict antiableism

, 11–12

Devolution

, 5, 16, 22

devolution and necessity of “This One, Not That One”

, 16–22

“Disabilities”

, 9

changing demography of

, 193–194

Disability studies (DS)

, 5–6, 24

Disability studies in education (DSE)

, 24

Diversity

, 11

Documentation

, 81–82

Dodges

, 22–23, 25

Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS–K)

, 204

Eating disorders

, 193

Education community

, 47–48

Education for All Handicapped Children Act (EAHCA)

, 43–44, 60, 62, 115, 190, 209–210

Education plan (EP)

, 177–178

Education(al)

, 2

asset-based sociocultural approaches in

, 177

environments

, 176

policy stresses

, 47

reform

, 127

research

, 85

Effective instruction

commitment to

, 114–115

features application in special education

, 97–98

science of

, 94

Effectiveness of special education

, 144–145

Elementary and Secondary Education Act (ESEA)

, 171

Eligibility for special education

, 198

Emotional disturbance (ED)

, 207

Endrew F. v. Douglas County School District

, 145

Enlightenment thinking

, 18

Every Student Succeeds Act (ESS)

, 144, 171–172

students with advanced learning needs

, 172

Evidence based (EB)

, 47

Evidence-based practices (EBP)

, 47, 49, 51, 79–80, 109–110

climate science

, 81–82

commitment to science and

, 113–114

COVID-19

, 82–84

implications

, 84–85

science

, 85–89

science and logic under assault

, 80–85

in special education

, 114

Evidence-based special instruction

appropriate for all students

, 98

characteristics of effective practices

, 103

corrective feedback

, 96–97

CWPT

, 99

effective instructional features application in special education

, 97–98

explicit instruction

, 94

explicit vocabulary instruction

, 99

increased academic engaged time

, 96

intensive instruction

, 95–96

reinforcement

, 97–98

schema-based direct instruction strategy

, 99

science of effective instruction

, 94

self-monitoring of attention

, 99–101

SRSD

, 98–99

systematic instruction

, 94–95

“Evil geniuses”

, 15–16

Evolution

, 16–22

Excellence gaps

, 179–180

creating responsive learning environments for student growth

, 180–181

Excellence gaps intervention model (EGIM)

, 179–180

Exceptional children portray special education

, 3

Exceptions

, 7

Explicit correction procedures

, 97

Explicit instruction

, 94, 98

Explicit vocabulary instruction

, 99

Families and relative strengths

, 196–197

Frameworks

, 125

Free and appropriate public education (FAPE)

, 43–44, 60, 63, 65, 72, 75, 101–102, 144–145, 170, 209–210

relationship of FAPE to LRE

, 70–71

Free public education

, 54

Full inclusion

, 5–6, 207

proponents

, 111

Fully inclusive education

, 110, 113

Gender-identity issues

, 193

General education curriculum

, 111–112

General practitioners (GPs)

, 46–47

General receptive vocabulary measures

, 99

Gifted education

, 172–173, 175–176

policy

, 181

Giftedness

, 31

Global warming

, 81–82

Graphophonemic corrections

, 97

Gullibility

, 15–16

High-quality instruction

, 47

High-quality QEDs

, 147

Identify-the-bright-kid model

, 181

Implicit error correction

, 97

Implicit instruction

, 94

Improvement

, 89

Inclusion

, 69, 128, 206, 208

Inclusion proponents

, 111

Inclusionary education

, 5–6, 16

Inclusionism

, 30–31

Inclusive education

, 12, 110

Inclusive special education

, 16

Individual education plans (IEP)

, 206

Individual education programs (IEPs)

, 192

Individual learning plans

, 177–178

Individualization

, 46

commitment to

, 115–116

individualization-for-all model

, 44

Individualized approach

, 111

Individualized education program (IEP)

, 48, 63–65, 116, 144–145, 170, 177

Individualized inclusion reality check

, 128

Individualized plans

, 192–193

Individuals with Disabilities Education Act (IDEA)

, 2, 43–44, 48, 60, 75, 93–94, 121–122, 144, 170, 190, 207

IDEA-based special education

, 122

LRE in

, 67

Instruction

, 192–193

Instructional accommodations

, 100–101

Instructional disability

, 208

Instructional methods

, 115

Instructional technology

, 212

Integration

, 75

Intellectual disability (ID)

, 9, 207

Intellectual giftedness

, 31

Intellectually coherent special education

, 19

Intensity of instruction

, 96

Intensive instruction

, 95–96

Intensive intervention

, 47, 49–51

Interest-driven inquiry activities

, 174–175

Learner Variability Project

, 212

Least restrictive environment (LRE)

, 30–31, 44–45, 52, 65, 68–70, 194–195

legislative intent, FAPE, LRE, and CAP

, 72–75

placement requirements

, 65–66

relationship of FAPE to

, 70–71

Logic under assault, science and

, 80–85

Louisiana law

, 60

Mainstreaming

, 67, 69

Masking

, 82

Maximum extent appropriate

, 52

Meaning-based corrections

, 97

Measures of Academic Progress (MAP)

, 174

Misconceptions about advanced learning

, 173–176

“Moon shot” funding opportunities

, 211

Multidisciplinary team

, 49–50

Multitiered systems of support (MTSS)

, 121–122, 177, 206, 208

intentions

, 122

key features and components of

, 123

origins

, 122–123

prospects for improving special education

, 126–134

and RTI

, 123

sound thinking about improving special education

, 123–126

National Aeronautics and Space Administration (NASA)

, 81

National AI Research Institute

, 211–212

National Assessment of Educational Performance (NAEP)

, 179, 203–205

National Association of Gifted Children (NAGC)

, 181

National Science Foundation (NSF)

, 211–212

Needed changes in special education

, 201–202

No Child Left Behind (NCLB)

, 48

No Child Left Behind Act (NCLB)

, 144, 171

Nonindividualized education

, 44

Objectivity

, 4–5

Observational data

, 146

Observational research design

, 148

Office for Special Education Programs (OSEP)

, 63

One-on-one teaching

, 95–96

One-size-fits-all approaches

, 44–45, 100, 175

Operation Warp Speed (OWS)

, 211

Opportunity gaps

, 179

Ordinary least-squares regressions (OLS regressions)

, 157

Paperwork

, 196

Paraprofessionals

, 190–191, 198

Patriotism

, 12

Pennsylvania Association of Retarded Citizens (PARC) v. the Commonwealth of Pennsylvania

, 62

Personal perspective on special education

attempts to implement form of response to intervention or instruction

, 191–192

changing demography of disabilities

, 193–194

current practices

, 191–198

excessive paperwork

, 196

families

, 196–197

individualized plans, curriculum, and instruction

, 192–193

misunderstanding of meaning of least restrictive environment

, 194–195

needed changes in special education

, 201–202

out of order or in use

, 197

other issues

, 197–198

personal disclosure

, 190–191

related services

, 197

special education then

, 198–201

student evaluation

, 195–196

Personal protective equipment (PPE)

, 83

Personalized learning

, 44

Personalized learning plans (PLPs)

, 44

Place

, 16

Placement

determination process

, 73

factors to avoid in

, 74

in least restrictive environment

, 170

Policy revisions related to advanced learning

, 181–183

changing policy to support advanced learning

, 181–183

twice-exceptional students in special education policy

, 183

Policy statis

, 209

Political economy

, 12–13

Politics

, 12–13

Positive behavior interventions and supports framework (PBIS framework)

, 123

Postmodernism

, 4

Posttraumatic stress disorder (PTSD)

, 193

POW + TREE strategy

, 98

Primary prevention

, 122–123, 126–127

Prioritizing equity over excellence

, 175–176

PRISMA diagram

, 149

Professional learning

, 182

Public education

current and future needs

, 54

evidence-based practices

, 47–49

evidence-based practices, intensive intervention, and specially designed instruction

, 47–51

intensive intervention

, 49–50

special education teacher preparation

, 53–54

specialized instruction delivered by specialized educational professionals

, 51–53

specialized service delivery model

, 51–53

specially designed instruction

, 50–51

unique responsibilities of special education

, 43–47

Public Law

, 43–44, 122, 190

Quasiexperimental design (QED)

, 146, 148

Questions

, 11, 17

Race-based discrimination

, 60

“Radical reform” of special education

, 16

Reaganism

, 12–13

Reality checks

, 126–134

special education problems related to what and how

, 132–134

special education problems related to what and where

, 126–128

special education problems related to who

, 128–132

Reality-based community

, 2

Regression-based methods

, 146–147

Rehabilitation Act (1973)

, 170–171

Reinforcement

, 97–98

Relativism

, 4

Research and development (R&D)

, 211

Research-to-practice movements

, 87

Resourcing

, 45

Response to intervention (RTI)

, 123, 177, 191–192, 208

MTSS and

, 123

Responsive learning environments creation for student growth

, 180–181

Revitalization

, 210–211

Revolution

, 16, 22, 210–211

Right to education

, 54, 60, 63

Rights of individuals

, 44

SARS-CoV-2 pandemic

, 82

Schema-based direct instruction strategy

, 99

School-wide positive behavior interventions and supports (SWPBIS)

, 207–208

Schoolwide PBIS framework

, 123

Science

, 85–89

commitment to science and evidence-based practice

, 113–114

of effective instruction

, 94

of instruction

, 94

and logic under assault

, 80–85

probabilities

, 86

shortcomings of

, 86–89

Scientific thinking

, 80, 86

Secondary prevention

, 122–123

Self-evaluation

, 100

Self-monitoring of attention

, 99–101

meeting student needs

, 100–101

Self-recording

, 100

Self-Regulated Strategy Development (SRSD)

, 98–99

Separate Car Act

, 60

Severe disabilities, appropriate education for

commitment to effective instruction

, 114–115

commitment to individualization

, 115–116

commitment to science and evidence-based practice

, 113–114

special education values and advocacy

, 113–116

Sociocultural perspectives on advanced learning

, 176–179

asset-based sociocultural approaches in education

, 177

excellence gaps

, 179–180

sociocultural approaches to advanced academics

, 176–178

span abilities

, 178–179

Special education

, 2, 46, 51, 190, 203

causes of special education’s devolution and way forward

, 8–16

claims

, 2–3

devolving

, 25–32

dodges and denials

, 22–23, 25

EBP in

, 114

effective instructional features application in

, 97–98

emergence and future

, 5–6

futures

, 209–214

getting into devolution

, 26–29

Gullibility and Bandwagons

, 15–16

improving special education outcomes for SWED

, 125–126

improving special education practices for SWED

, 124–125

inclusion and multitiered systems of support

, 206–208

laws

, 170

legal precedents for evaluating effectiveness of

, 144–145

MTSS prospects for improving

, 126–134

nature of problem

, 6–8

needed changes in

, 201–202

notions of truth and implications for

, 13–15

politics, and political economy

, 12–13

responses to criticisms

, 3–5

revolution, devolution, and evolution

, 16–22

and separate identity

, 13

services

, 160

services in US

, 144–147

sound thinking about improving

, 123–126

special education works

, 204–206

special educators

, 30–32

teacher preparation

, 53–54

twice-exceptional students in special education policy

, 183

unique responsibilities of

, 43–47

in United States

, 109–110

values and advocacy

, 113–116

Special Education Identification

, 129

Special educators

, 30–32

Specialized classrooms

, 110–111

Specialized educational professionals

, 51–53

Specialized instruction delivered by specialized educational professionals

, 51–53

Specialized service delivery model

, 51–53

Specially designed instruction

, 50–51

Specific learning disabilities (SLD)

, 204–206

State accountability systems

, 182–183

State licensure

, 54

Strengths-based approach

, 46–47, 174

Student evaluation

, 195–196

Students with advanced learning needs

, 172–173

Students with disabilities (SWD)

, 16

Students with educational disabilities (SWED)

, 5, 16, 43–44, 121–122, 144

improving special education outcomes for

, 125–126

improving special education practices for

, 124–125

Students with learning difficulties

, 173

Students without disabilities (SWOD)

, 144, 146–147

Support

, 45

Systematic instruction

, 94–95

Talent development

, 176

Teacher preparation

, 182

special education

, 53–54

Technology

, 125

Tertiary prevention

, 122–123

Thinking

, 5–6, 11

“Trickle-down” idea

, 13

Twice-exceptional students

, 172–173

in special education policy

, 183

United States, special education services in

, 109–110, 144, 147

Universal design for learning (UDL)

, 212

Unmoored thinking

, 4–5

Vaccine hesitancy

, 84

Vaccines

, 84

development and deployment of

, 82