ABSTRACT
Since the passage in 1975 of PL 94–142, the Education for All Handicapped Children Act (EHA), there has been a substantial increase in funding for special education programs in the U.S. (Parrish, Harr, Wolman, Anthony, Merickel, & Esra, 2004). During this same time, evidence-based research practices have been identified that have proven effective in addressing the academic and behavioral needs of many students with disabilities (Cook & Odom, 2013). Furthermore, reauthorizations of the EHA (subsequently renamed the Individuals with Disabilities Education Act [IDEA]) have provided increasing support for ensuring that students with disabilities have access to the general education curriculum and make progress in that content (IDEA, 2004). In spite of this broad range of support to improve the quality of special education programs, outcomes for students with disabilities remain well below desirable levels.
