“…Scholars and researchers have designed general strategies to support all learners within the classroom (see Bulgren, Deshler, & Lenz, 2007;Deshler et al, 2001;Tomlinson & McTighe, 2006). Within the social studies, we have begun to see a small cottage industry of researchers focusing on either SWDs or EBLs, as evidenced by a recent special issue of the Journal of Social Studies Research entitled Social Studies and Special Education: The Continuation of a Beautiful Friendship (Burkholdt, 2017;Courtade, Gurney, & Carden, 2017;Furgione, 2017;Gates, 2017;Hintz, 2017;Jordan, Jordan, & Hawley, 2017;Lintner, 2017;Lintner & Kumpiene, 2017;Morris, McGuire, & Walker, 2017;Southall, 2017), as well as other research, bulletins, and strategy books (Cruz, Nutta, O'Brien, Feyten, & Govoni, 2003;Cruz & Thornton, 2008;Cruz & Thornton, 2009a;Cruz & Thornton, 2009b;Cruz & Thornton, 2012;De La Paz, 2005;De La Paz & MacArthur, 2003;Lintner & Schweder, 2008;Lintner & Schweder, 2011;Minarik & Lintner, 2016;Salinas & Alarcon, 2016;Salinas et al, 2017;Salinas, Vickery, & Franquiz, 2016). While the research strategies and insights offered are beneficial and important, most work looking at either SWDs or EBLs have been small scale and do not offer a macro-level view of the state of the field of social studies in terms of the numbers of SWDs and EBLs within and across social studies content courses.…”