Special education in the new millennium: Achieving educational equity for students with learning and behavioral disabilities

Different interpretations of what constitutes educational equity have shaped public policies and practices for students with disabilities over the past century. These differences are apparent in the clash between access to education as defined in the Least Restrictive Environment (LRE), and access to more intensive educational services which smaller special education classrooms are designed to provide. This chapter examines these differences within the context of how services have historically been provided and how students have been assessed and have achieved academically. Specifically, this chapter also describes relevant literature and current data related to services and outcomes for youth with disabilities. We describe academic and behavioral interventions and strategies that have been used in different settings. We conclude by offering recommendations for future research in developing effective interventions to help close the achievement gap and move toward true educational equity.