Assumptions of difficulties with social interaction, or lack of interest in social interaction, are central to many definitions and conventional understandings of autism. However, many individuals with autism describe a strong craving social interaction. This article uses autobiographical accounts written by individuals who identified as autistic as a source of qualitative research data and specifically explores the ways these texts address issues of social relationships. Using narrative inquiry, the authors explored how individuals with autism described their own notions of and experiences with social interaction. This article discusses the broad themes of (a) the desire to have connections and (b) navigation through the world of people. Last, implications for the education of individuals with autism are considered.

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.

This study examined the relationship between hours in general education and achievement in reading and mathematics for students with disabilities. The study population included more than 1,300 students between the ages of 6 and 9 years old within 180 school districts. Hierarchical linear modeling (HLM) was utilized with the Pre-Elementary Education Longitudinal Study (PEELS) data set (Institute of Education Sciences). The relationship between hours in general education and achievement in reading and mathematics was explored while accounting for student-and district-level factors. Results suggest a strong positive relationship between the number of hours students spent in general education and achievement in mathematics and reading. Implications for policy and practice in special education are presented and discussed.

A university-school district partnership, Schools of Promise (SOP), was formed to improve elementary schools for all children through whole-school reform. This effort focused on the concepts of belonging and inclusion, positioning the needs of marginalized students at the center of the reform through a university-facilitated restructuring of service delivery and university-led professional development. This article reports on the findings from a mixed-methods study of this partnership, addressing two research questions focused on the experiences of the participants and major stakeholders involved in this reform effort. The questions include (a) What have been the major accomplishments of SOP? and (b) What barriers have been encountered? The findings suggest there are both significant accomplishments as well as ongoing barriers to these efforts. These themes are discussed, and implications for future research and future directions for this partnership are presented.

The Individuals with Disabilities Education Improvement Act (IDEIA) suggests that parents are critical members of the special education system. Through conducting interviews with parents, observing individualised education plan (IEP) meetings, and analysing the discourse between the parent and the professional, this critical qualitative research investigates the parent -school relationship when parents are fighting for more inclusive placements for their children. This study uncovers the bureaucratic processes schools utilise, which do not allow for equitable parent participation in IEP processes including: medical and deficit discourse, professionalised discourse, policy interpretations, and meeting practices. We then describe strategies that parent-advocates use in order to obtain adequate services for their children including: networking, bringing an advocate, and education. We conclude with recommendations for schools and parents which promote enhanced parent -school collaboration throughout IEP planning, with an end goal towards improving educational opportunities for students with disabilities.Many parents who have children with disabilities find themselves in precarious situations as they enter the world of special education. In order to receive adequate services, parents often face bureaucratic educational structures and must become strong advocates. Through interviews with parents and observations of individualised education plan (IEP) meetings, this study investigates the processes of parent advocacy and how parents are positioned within the US special education system. We begin by situating the relevant critical literature on school systems and parent participation.A goal of the Individuals with Disabilities Education Improvement Act (IDEIA 2004) is to enhance parent and student participation. Legally, parents are considered a part of the IEP team and the team must consider the concerns of the parent in IEP decision-making. Parents must be informed of their rights and are granted due process intended to protect their interests (IDEIA 2004). Beyond the legal requirements, the literature suggests that parents should operate as partners throughout