ABSTRACT
This volume has addressed many issues of great importance to the education of students with disabilities, namely: Who has a disability? What do we need to know to plan and monitor instruction for students with disabilities? What assessments do we need to do to find that out? What are appropriate instructional models for students with disabilities? What special attention should be provided to particular groups of students with disabilities? Where do we go from here, in legislation, in policy, in research, and in practice?
