This synthesis examined the effects of peer tutoring on academic performance of students with disabilities in Grades 6 through 12. Twelve studies met all the criteria for this synthesis: (a) original studies, (b) published in peer-reviewed journals between 1997 and 2007, (c) investigated peer tutoring in special education students in Grades 6 through 12, and (d) implemented peer tutoring as an intervention and measured the effect on the academic outcomes of students with disabilities. Findings revealed that peer tutoring has a positive academic effect on students with disabilities in Grades 6 through 12, regardless of disability type. Peer tutoring was reported as effective for special education students in both general education and special education settings. Peer tutoring implemented across subject areas also showed positive academic effects. Each of the 12 studies implemented peer tutoring in at least one content area (e.g., language arts, math, science, and social studies).

Federal legislation allows looal education agencies tc use a student's response to scientific research-based interventions as a method of identifying specific learning disabilities. As a result, educational leadership is challenged to implement response tc intervention (RTI). Despite increased literature addressing RTl, no consensus on implementation has been reached. This national study was conducted to capture and report general education and special education professionals' perceptions and implementation practices of RTI. Study participants were randomly selected to include general and special education administrative, instructional, or support personnel en elementary and high school campuses. The wide variances, misunderstandings, and lack of training reported in this nationwide study could explain the mixed results of recent research en RTL Implications for school leadership are deduced from the data and highlight the need for preservice and continuing professional development concerning all aspects of RTI.

In the United States, students with disabilities are disproportionately exposed to exclusionary discipline. Using Intergroup Threat Theory, literature was analyzed to identify expressed perceptions from school administrators that indicated perceived threat. Analysis revealed perceived threats to administrator beliefs, values, job performance, and available resources for themselves and their school communities. Intervention to alleviate this perception of threat should seek to expand administrators’ knowledge of diversity, specifically for students with disabilities, and provide increased opportunities for personal contact between administrators and students with disabilities.

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