Supporting Students with High-Incidence Disabilities in U.S. Schools: National Findings from the American Educator Panels

Perera, Rachel; Johnston, William R.; Stelitano, Laura

In this report, researchers explore the extent to which supports are available to both general and special educators who teach students with high-incidence disabilities. Research has established the importance of a supportive school culture, collaboration and planning time, resources and training, and data, but little is known about teachers' nationwide access to them and how school-level factors influence the prevalence of such supports.