Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education.
Among others, specific chapters include:
* a synthesis of what is known about effective instructional grouping practices for reading.
* an examination of the differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures.
* a review of effective instruction for English-language learners.
* an examination of the research on behavioral supports for low-incidence special education populations.
* a synthesis on how technology supports literary development, across the full spectrum of disabilities categories.
These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.

Research from the special education community provides an resource that can influence instruction for students with disabilities, as well as other students at risk for reading difficulties. This special issue features the work of four researchers and their teams who have contributed to this research base.

Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education.
Among others, specific chapters include:
* a synthesis of what is known about effective instructional grouping practices for reading.
* an examination of the differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures.
* a review of effective instruction for English-language learners.
* an examination of the research on behavioral supports for low-incidence special education populations.
* a synthesis on how technology supports literary development, across the full spectrum of disabilities categories.
These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.

This volume has two purposes. The first is to summarize, substantiate, and extend current knowledge on the development of children with high incidence disabilities--most notably, learning disabilities, behavioral disorders, and mild mental retardation. The second is to honor the career of Professor Barbara K. Keogh and her contributions to the developmental study of children with high incidence disabilities. Internationally recognized for her accomplishments, Keogh is esteemed for her originality and clarity of thought. For nearly forty years, she has set an extraordinary model of analytic rigor combined with a kind and generous manner that inspires, supports, and sets an exacting standard of scholarship. The contributing authors to this volume represent only a fraction of the students and scholars touched by her distinguished career.
In conceiving this volume, the editors sought to represent the topics, problems, and issues to which Keogh has devoted herself. They invited chapters that summarize what is known about the high incidence handicapping conditions that her research has mainly addressed and sought to reflect the probing, questioning style that she brings to her own work. Researchers, policymakers, and graduate students in special education and associated disciplines who seek to stay current will find this volume crucial reading.

This volume has two purposes. The first is to summarize, substantiate, and extend current knowledge on the development of children with high incidence disabilities--most notably, learning disabilities, behavioral disorders, and mild mental retardation. The second is to honor the career of Professor Barbara K. Keogh and her contributions to the developmental study of children with high incidence disabilities. Internationally recognized for her accomplishments, Keogh is esteemed for her originality and clarity of thought. For nearly forty years, she has set an extraordinary model of analytic rigor combined with a kind and generous manner that inspires, supports, and sets an exacting standard of scholarship. The contributing authors to this volume represent only a fraction of the students and scholars touched by her distinguished career.
In conceiving this volume, the editors sought to represent the topics, problems, and issues to which Keogh has devoted herself. They invited chapters that summarize what is known about the high incidence handicapping conditions that her research has mainly addressed and sought to reflect the probing, questioning style that she brings to her own work. Researchers, policymakers, and graduate students in special education and associated disciplines who seek to stay current will find this volume crucial reading.