The authors of this book discuss the latest developments in special education research. The chapters included examine the three main components of "sense of coherence, " all of which are involved in the long-term outcome of people in special education; the development and evaluation of competency-based teacher training programs in the field of special education; cultural models of school inclusion in terms of shared representations regarding inclusive education of children with disabilities; recommendations for more systematic and consistent attention to course content for professional development to increase faculty’s capacity to incorporate ELL content into course curriculum; an analysis of alternate assessments based on alternate achievement standards (AA-AASs) for students with significant cognitive disabilities; experiences and the perspectives of parents of children with disabilities; and a practitioner proposed model for effective working with parents of children with disabilities.
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