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Co-teaching is a popular means to support students with disabilities in the general education classroom. However, despite its widespread use, there are no meta-analyses examining the effects of co-teaching on academic outcomes for secondary students that analyze both study quality (e.g., the Council for Exceptional Children's "Standards for Evidence-Based Practices in Special Education") and effects. We addressed both of these gaps in the current review, identifying nine articles (10 experimental studies) that were analyzed for quality and effects. No studies met all of the quality indicators and study effects showed no significant impact on students' academic outcomes. Limitations and directions for research are presented. Implications for practice are also discussed, including the consideration that null effects, in this instance, do not necessarily suggest that co-teaching is ineffective.

The purpose of the current meta-analysis was to investigate the effectiveness of self-regulated strategy development (SRSD) reading interventions for students with disabilities in school settings. We used the Council for Exceptional Children's "Standards for Evidence-Based Practices in Special Education" (CEC-EBP) to evaluate experimental investigations that targeted reading comprehension using an SRSD reading intervention and included students with disabilities. Summary outcome measures presented in the analysis include the between-case standardized mean difference, percentage of non-overlapping data, and visual analysis. Although the results indicated SRSD to be generally effective, the small number of studies and the fact that only 2 studies met all of the CEC-EBP quality indicators prevent the strategy from presently being considered evidence based. We present limitations and implications for future research.

Educators who work with students with emotional and behavioral disorders may seek instructional strategies that are effective yet practical in the classroom. These strategies need a research base to support them and minimal time and/or effort to prepare or implement. One research-based option for educators across a variety of contexts is implementation of choice-making opportunities. This article offers suggestions for educators who may be hesitant to implement choice-making opportunities with students with challenging behaviors in instructional contexts.

Individualized education programs are considered the cornerstone of the Individuals With Disabilities Education Act and serve as the means to determine whether qualified students with disabilities receive a Free Appropriate Public Education. This article aims to examine a recent circuit court ruling regarding the applicability of retrospective testimony to determine the appropriateness of an individualized education program and to discuss implications for practice. The authors first review case law and provide a summary of the court's rationale. They subsequently discuss implications for practice.