As schools work to better support students with disabilities and learning differences, educators are reexamining long-held assumptions about ADHD, inclusion, accommodations, and special education.
This collection of articles explores emerging research that challenges traditional views of ADHD, questions whether common supports like extended test time are always effective, and highlights strategies for creating more inclusive, student-centered classrooms. The articles also examine the legacy of the Individuals with Disabilities Education Act (IDEA), the push to dismantle segregated learning environments, and the unique needs of English learners with disabilities.
Together, they offer educators practical guidance and fresh perspectives on building school systems that emphasize understanding, equity, and meaningful support for every learner.