Teacher educators of pre-service teachers of students with special needs face challenges in providing the unique knowledge and skills required of highly qualified special education teachers. The emerging use of various forms of virtual technology, however, offers realistic solutions to these problems. This systematic review of literature examines 14 studies that utilized these virtual technologies to increase learning outcomes for pre-service special education teachers during field experiences or courses that prepared them for such experiences. Included studies examined the efficacy of learning from digital case studies, supervision via videoconferencing, audio-cued coaching, and participation in virtual reality activities. Results confirmed that these types of technologies can greatly enhance field-based learning opportunities for pre-service special education teachers.

The purpose of this study was to determine the most effective of three instructional methods for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject alternating-treatments research design was used to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of both methods. Disability label, age, and IQ were related to learning outcomes. In addition, although the combined method was more effective for some learners, variables such as attendance and motivation, as well as IQ, comorbid conditions, age, and number of years spent in school, affected learning outcomes.

Use of physical restraint and seclusion procedures in schools continues to be controversial, and foster proposals for federal and state legislation and regulation. Despite much discussion about what policies are needed, there has been little discussion about the professional practice issues and the ethical issues related to these practices. The purpose of this report is to present six clusters of professional practice and ethical issues that have not heretofore been specifically identified. To do so, we will examine the codes of professional practice and ethics of organizations representing educators who work with students with severe behavioral challenges. To illustrate these issues, we use real-world case examples from media stories and official reports about problems resulting from restraint and seclusion. Although individuals may disagree regarding decisions about these ethical issues, these questions should be a part of any policy discussion related to professional practice regarding these issues, and they have rarely been addressed in the restraint and seclusion policy debate. In addition, they are also questions that must be examined by all professional educators for them to assure adherence to the professional practice and ethical codes for their field.

Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation.

Within the Individuals With Disabilities Education Act (IDEA) of 2004, the federal definition of learning disabilities (LD) excludes learning problems that are primarily the result of emotional and behavioral disabilities (EBD). However, students identified as having LD demonstrate a high incidence of concurrent internalizing and externalizing behavioral problems. The National Center for Learning Disabilities report, "The State of Learning Disabilities: Facts, Trends, and Emerging Issues" (Cortiella & Horowitz, 2014), reported that 30% of students with LD have an additional diagnosis, and 7% of students with LD were diagnosed with two or three additional disabilities. These additional disabilities included EBD. In a sample of 448 children with LD, Margari et al. (2013) reported that 62% also exhibited a neuropsychological disorder such as anxiety, mood disorder, or attention deficit hyperactivity disorder (ADHD). Conversely, a study by Mayes and Calhoun (2006) reported that over half of students with EBD also had an LD. Research has documented common and divergent characteristics of LD and EBD (Lane, Carter, Pierson, & Glaeser, 2006), but less is known about instructional practices that enhance academic achievement for students with comorbid LD/EBD (Lopes, 2005). Lopes (2005) suggested that insufficient recognition and attention to LD/EBD concomitance negatively affects outcomes. Therefore, the purpose of this study is to add to the knowledge base of interventions that offer more positive school outcomes, particularly in mathematics, for students with LD/EBD. Academic Failure and Risk for Students With Comorbid LD/EBD Students with LD/EBD present with academic deficits in reading, spelling, mathematics, and/or language (oral and written). These deficits appear to increase over time, resulting in poor outcomes, including high rates of academic failure, low grades, and grade retention (D.