Fifth-grade students with and without mild disabilities participated in an eight-week project-based, technology-supported investigation about the 19th century westward expansion in the United States. A narrative framework was used to organize and support students' understanding of the experiences of three emigrant groups. During their investigations, students analyzed primary and secondary sources to understand the experiences of these emigrants. The analysis of these sources was preceded by teacher-led discussions about the possibility of bias in evidence that affects the trustworthiness of historical documentation. Students designed a multimedia presentation about the experiences of one emigrant group and presented their work to their peers and parents. Quantitative analyses showed that these investigations were associated with gains in students' knowledge about the period of westward expansion, a better understanding of historical content and historical inquiry, and improvements in their self-efficacy as learners. The gains in knowledge and understanding of historical content for students with learning disabilities (LD) were not generally as large as those for their nondisabled peers, but both groups showed comparable gains in their self-efficacy as learners and their understanding of historical inquiry. Qualitative observations documented some of the challenges faced by teachers and students in meeting the demands of rigorous curriculum in addition to some of the opportunities afforded for all students by this project-based investigation. The implications of our findings for improving the historical understanding of students with LD are discussed.

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This study provides a snapshot of factors associated with assistive technology (AT) use in one large Midwestern state. Conducted about 25 years after the passage of the original Technology Related Assistance Act, the study presents results from a survey of 1,143 Michigan educators. Results of the study show that respondents use technology frequently in their personal and professional lives, but less so during the instruction of students with disabilities. AT is viewed positively and educators believe they are knowledgeable about some aspects of technology use. However, in other areas, educators provide low ratings of their knowledge of specific AT uses and functions, and have mixed impressions of the support they receive for technology use. Scores on measures of self-reported knowledge and perceived support vary significantly among different categories of respondents and are only moderate for special educators and low for general educators. Nevertheless, educators express interest in further professional development about AT. The need for additional professional development, along with better access to technology and more funding, are perceived as top barriers to more widespread AT use. Other findings include a lack of knowledge about how technology is used by students in and out of school and the low rate of participation of general educators, students, and parents in AT decisions. The article concludes with a discussion of the implications of these findings for reforming practices related to technology implementation, professional development, and research.

Sixth-grade students with and without mild disabilities participated in an eight-week projectbased investigation about immigration to the United States in the late 19th and early 20th centuries. Students' investigations were designed to promote their understanding of the perspectives of immigrants and Americans who opposed immigration, as well as the "ways of life" that gave impetus to immigration and often resulted in conflict between these groups. At the conclusion of these investigations, students were assigned the role of the immigrants or opponents of immigration and were asked to debate the desirability of immigration to the United States during this historical period. The primary focus of this article is on the opportunities afforded by, and the limitations of, these classroom debates. The debates promoted high levels of engagement and equal participation by students with and without disabilities as well as by boys and girls. Analyses of content and structure showed that students' discourse was influenced by the knowledge they gained during their investigations, but the use of this knowledge was shaped by the competitive rhetorical goal of defending a particular viewpoint. Later rounds of the debates were more balanced and drew more on the breadth of available knowledge than did earlier rounds. Overall, the debates were more typical of everyday arguments than academic arguments. The implications of our findings for the design of instructional opportunities in the social studies in inclusive classrooms are discussed.

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