ABSTRACT
The achievement of students with disabilities (SWDs) is a longstanding concern in education (McDonnell, McLaughlin & Morison, 1997; Wagner et al., 2006). Recent results on the National Assessment of Educational Progress tests indicate SWDs score more than 1 standard deviation below their peers without disabilities in Grades 4, 8 and 12 in reading, and three quarters of a standard deviation below their peers without disabilities in mathematics in Grade 4, with the gap widening to over 1 standard deviation in Grades 8 and 12 (U.S. Department of Education, 2007a, 2007b).
