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The needs of limited English proficiency students put special education assessment to the test.

Two New Mexico classrooms learn the fine art of living with Tourette Syndrome.

A child's ADHD diagnosis raises one parent's concerns about the stereotypes that too often surround the disorder.

Jackie Brown prided herself on teaching her students about disabilities. But could she confront her own feelings about her mother and polio?

In fiction, children with disabilities are often still segregated, labeled, lonely and lost. These titles will help bring your school’s library into the age of inclusion.

As a child I knew my grandfather was different. Grandpapa had been a sharecropper in southern Indiana. He had worked most of his adult life raising corn and pigs. His hands were big and callused. He stooped when he walked and the skin on his neck and face was scarred. His earlobes were long, stretched and fused down low at the back of his jawbone. His eyes seemed to be a bit elongated in their sockets. He was different because he looked different. You see, when he was a young child he had played with matches and caught his clothes on fire. His facial disfigurement was the price he paid for the bad judgment of a toddler.

Rosa Marcellino didn’t like being labeled “mentally retarded,” so she decided to let important people know.

It’s not that hard to stick out in middle school. The unspoken code of social conduct is unyielding and inflexible. Anything outside of those narrow parameters is weird, and weird makes kids uncomfortable.

On the rare occasion that I spend time with people who are not educators, it’s inevitable that someone will drop the word “retarded.” The “R-word” has been used colloquially for decades to describe and degrade anyone or anything out of the ordinary, inferior, or somehow slow. I can still hear the snickers from my own classmates back in 10th-grade health class when we read the words “fire retardant” in our textbook.

Katie is the student I imagined all my students would be like when I first started teaching. In my fantasy, all my students were motivated, conscientious and ready to independently tackle any challenge I proposed. In this same fantasy, I was not the wild-haired, one-legged juggler I’ve become, but rather a calm force of wisdom and benevolence.