Special education, Autumn 2013 
Because of the wide variety of problems children face, special education is particularly susceptible to faddism. Yet, there are proven, effective strategies as well. Special educators who know and use proven methods can make enormous differences to the lives of the children they teach. In this issue of Better, we have articles from researchers who are at the forefront of creating and evaluating practical approaches for a wide variety of special needs. This includes the use of data in special education, understanding who needs more time on tests, and how to make online learning accessible.
Contents| Page | Title | Author |
|---|---|---|
| 4–5 | Teaching reading to deaf and hard of hearing children | Peter Paul |
| 6–7 | Co-teaching: Inclusion and increased student achievement | Marilyn Friend and Tammy Barron |
| 8–9 | Implementing RTI2 with older students | Nancy Frey and Douglas Fisher |
| 10–11 | Teaching can be driven by data | Douglas Fuchs and Lynn Fuchs |
| 12–13 | Strengthening comprehension with Collaborative Strategic Reading | Pamela Buckley and colleagues |
| 14–15 | Who needs more time (on tests)? | Benjamin Lovett |
| 16–17 | Looking at online learning through the accessibility lens | Diana Greer and Donald Deshler |
| 18–19 | Teaching English Language Learners in inclusion settings | Kristi Santi and David Francis |
| 20–21 | What is functional about functional skills? | Patrice Thompson and colleagues |
| 22–23 | Early intervention for preventing reading difficulties | Jack Fletcher and Sharon Vaughn |
| 24–25 | Evidence in the news | |
| 26–27 | The latest research |