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Intrinsic values to the field of special education include advocacy, inclusivity, individuality, and empiricism. From early days of providing custodial care in segregated settings, special education has evolved into a program that seeks to educate students with a wide range of learning needs in inclusive settings and identify a robust research base that informs its policies and practices. Important concepts such as inclusion and continuum of services have not only been valuable in conceptualizing and in providing intervention for students with disabilities but have also been valuable in advancing the field. Research in special education and students with disabilities has been instrumental in moving the field forward. In the future, special education will continue to be valuable in supporting students whose learning and survival needs deviate from the norm in meaningful ways by delivering responsive evidence-based instruction.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

It has become increasingly apparent that one's perception of issues depends largely on his or her personal history. Human beings, professionals, and stakeholders vary in their perspectives, strategies, and solutions. Rather than arbitrarily selecting issues or seeking consensus among interdisciplinary but disparate groups, it is critical to examine the broader array of values and issues that impact learners with exceptionalities and the future of special education. In addition, it is important to conceptualize effective techniques to reverse traditional problems or difficulties while considering the “cycles” of change in general and special education. These cycles are based on the view that educational perspectives have their time since they come and go. When they are innovative, they become the status quo and become finally obsolete as the next group of methods, beliefs, and educational initiatives takes hold. In special education, we have fundamental values that must be respected and followed to deliver services to learners with exceptionalities. These values are sometimes not valued by ill prepared and unprepared professionals, especially since good professionals believe in change. This chapter focuses on how these values can be respected to protect and advance special education and education as a whole.

This comparative study explored the perceptions of educational stakeholders in Oman and the Philippines concerning children with disabilities and the goals of special education. Stakeholders' perspectives can influence their professional behaviours and attitudes, which, in turn, can profoundly impact children with disabilities who already face numerous challenges. Hence, comprehending the viewpoints of these stakeholders is vital for fostering socially just education for individuals with disabilities.

This study employed a qualitative comparative case study approach with a horizontal comparison strategy, and both convenience and purposeful sampling techniques were used for participant selection. The study involved 53 participants from both countries, including policymakers, teacher educators, in-service teachers and student teachers from general and special education domains. Data were gathered through individual interviews and themes were subsequently discerned via data analysis.

Despite the different cultural and historical contexts and distinct roles of stakeholders in both countries, the results indicate more parallels than disparities in their perceptions. The primary congruence underscored in this research was imperative to critically assess the language and ideology surrounding the goals of special education, such as mainstreaming and normalisation.

Although numerous studies have probed the perceptions of various educational stakeholders concerning children with disabilities and educational goals, there is limited research that encompasses the perspectives of the seven distinct stakeholder groups. The consistency of language usage across both countries and among all stakeholders underscores the need for a rigorous cross-country examination involving all educational participants.

The study aims to explore the diverse meanings and sources of frustration among Israeli principals working in special education settings. The study poses two questions: 1. What are the perceived expressions of frustration among principals working in the context of special education? 2. What are the perceived sources of frustration among principals working in special education settings?

A total of 17 semi-structured interviews were conducted with principals working in special education schools for complex disabilities to investigate perceived expressions and sources of frustration.

The study identified four themes through data analysis: helplessness regarding the children, helplessness regarding bureaucratic aspects, frustration from conflicts and disappointment and frustration from feeling alone.

Despite the extensive acknowledgment of emotions and feelings in the context of educational leadership, the experience of work frustration among special education school principals has not been explicitly investigated. This research provides empirical insights into the nuanced experiences of frustration among special education principals, offering both empirical and practical implications for understanding and addressing this critical aspect of their work.

Family–school partnerships are an essential component of the special education process for children with disabilities. Notably, recent legislative reauthorizations of IDEA (2004) have focused on increasing parent involvement. For many parents, participation occurs primarily through the individualized education program (IEP) meetings. Parent involvement often includes parent advocating for their children. However, many parents face barriers when advocating to obtain appropriate special education services for their children with disabilities. Culturally and linguistically diverse families face greater systemic barriers (e.g., language and cultural differences) to access services for their own children with disabilities. School professionals can foster opportunities to help families be active members of the IEP process. For example, school professionals should connect families with resources to learn about their special education rights. Specifically, school personnel can encourage families to reach out to their local Parent Training and Information (PTI) Center to be educated and empowered to advocate for services. In addition, parents can be encouraged to attend parent advocacy programs to help increase knowledge, advocacy, and empowerment to access and advocate for services for their own children. Advancing the values of working with parents of students with special education needs is discussed.

With the ongoing educational disparities and an increasingly diverse special education student population, the need for Black special education teacher faculty at Historically Black Colleges and Universities (HBCUs) has never been greater. The role of Black women in higher education is indispensable as a means of addressing the social injustices faced by students of color with disabilities, diverse communities, families, and historically underserved groups by training Black educators. In this chapter, the author introduces her authentic self and academic journey as foundational to the proposed ideas expressed. The roles of novice special education faculty are discussed, including the challenges these emerging professionals face in obtaining tenure, promotion, and grant procurement. This is followed by suggestions for how to respond to the microaggressions (e.g., classism and colorism) encountered by both Black and White peers. Based on that groundwork, a series of best practices are proposed for creating safe spaces, nurturing and mentoring our future special education teachers. The chapter ends with a reinforcing and supporting summary of lessons learned to promote persistence and retention among Black special education teacher education faculty.

This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.