Because of the diversity that exists in preparing
students with disabilities to meet adequate yearly
progress as defined by NCLB, more research is needed
to determine how to best educate students with
disabilities. Is the definition of a highly
qualified teacher (provided by the NCLB Act) really
what determines teacher effectiveness as it relates
to teaching reading to students with disabilities?
Do other factors of teacher demographics and/or
student demographics correlate to increased reading
achievement of high school students with
disabilities? Is there a correlation between...