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Although inclusive education has been increasing in frequency for students with disabilities in the United States, for many students, the opportunity to be educated with their peers without disabilities continues to be out of reach despite decades of efforts by those promoting the vision of inclusion. This exploratory case study used interviews with administrators, teachers, and parents representing inclusive and segregated school districts in one state to explore potential reasons for differences in districts that had high percentages of students with disabilities in inclusive versus segregated educational settings. The importance of administrative leadership and parent selective mobility were found to influence the extent to which a district implemented inclusive versus segregated placements for students with disabilities. [ABSTRACT FROM AUTHOR]

The purpose of this article is to examine the disproportionality among racial/ethnic groups and states for the disability category of "Autism" as reported to the U.S. Department of Education's Office of Special Education Programs (OSEP). Over the past decade, a variety of sources indicated a dramatic increase in the number of students receiving special education services under this category. In this article, statewide variations amongst each of the racial/ethnic groups are explored along with a discussion of possible reasons for these variations. [ABSTRACT FROM AUTHOR]

The concepts of self-determination and self-advocacy have been a focus in the education of students with disabilities and many new curricula, guidelines, and materials have recently become available for educators. This article describes a project that involved individuals with intellectual disabilities in making a movie as a strategy for exploring and developing self-advocacy skills. A facilitator! director worked with the individuals as they discussed movie ideas based on self-determination, while learning concepts and working on component skills such as self-advocacy and problem solving. The authors share what they learned during the project and provide ideas for educators to follow a similar model with their students. [ABSTRACT FROM AUTHOR]