This analysis of statewide suspension data from 1995 to 2003 in Maryland investigated disproportionate suspensions of minority students and students with disabilities.We found substantial increases in overall rates of suspensions from 1995 to 2003, as well as disproportionate rates of suspensions for African American students, American Indian students, and students with disabilities.The odds ratios for suspension increased for African American students and American Indian students from 1995 to 2003.The odds ratios for students with disabilities varied by disability category and by race. For most disability categories, students with disabilities had higher odds ratios than students without disabilities. Students with emotional and behavioral disorders had the highest odds ratios for suspensions, especially for African American students. Findings from this investigation are discussed and recommendations are provided for practice and future research.

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Disproportionate representation of racially diverse students in special education is a well-documented problem, yet few studies have systematically evaluated disproportionate representation of diverse students with autism. This study examined disproportionate representation of racially diverse students with autism by determining risk and logistical odds ratios among racially diverse and White students from the national population between 1998 and 2006. Although overall risk of autism increased for all racial groups every year, White students were twice as likely to be identified with autism as Hispanic and American Indian/Alaskan Native students during most years of the sample. Although initially overrepresented, the odds ratios for Asian/Pacific Islander and Black students with autism continuously declined in recent years. Hispanic and American Indian/Alaskan Native students were significantly underrepresented every year in the analysis. Potential cause and implications of underrepresentation are described, along with directions for research.

Mathematics proficiency among school-aged children and youth is critical for the United States to remain a technological and scientific leader (National Mathematics Advisory Panel, 2008). Furthermore, the No Child Left Behind (NCLB) Act of 2002 and the Individuals With Disabilities Education Act (IDEA) of 2004 require all students have access to a rigorous general education curriculum, including mathematics. The Common Core State Standards (CCSS) Initiative is the most recent nationwide effort to promote a rigorous mathematics curriculum to all American children, including students with disabilities (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). In many states, the adoption of these standards has resulted in increased mathematical knowledge and skills required of secondary students, resulting in greater pressure on secondary special education teachers. Despite nationwide attention and policy initiatives, U.

This article describes a single-subject study of the effects of a contextualized instructional package on the area and perimeter performance of middle school students with emotional and behavioral disorders (EBD). The instructional package included area and perimeter problem-solving activities embedded in contextualized, or real-life, scenarios; use of manipulative techniques to reinforce concepts; and a self-monitoring component, a critical behavior management component to instructional interventions for students with EBD. Results indicated that the instructional package was effective for improving area and perimeter performance among the participants; transfer and maintenance results were mixed.