ABSTRACT
Students who are homeless constitute a unique subset within today’s school popula-tion; those among them who also have disabilities face even greater challenges. Appropriate support models for students with disabilities who are homeless are almost impossible to find. While data are difficult to gather, it appears that few of these students receive ongoing special education support. Most appear to slip through the cracks of public education. This chapter examines the unique characteristics of students with disabilities who are homeless, the legislative mandates for serving them, and promising practices for overcoming institutional and educational obstacles that continue to impede their access to educational opportunities. The practices that are most promisingcollaborative relationships at multiple levels, staff development, and social and instructional support for students-are important for educating all homeless students but absolutely essential for the success of homeless students with disabilities.
