Terese C. Jiménez, Ph.D., is assistant professor of special education at Loyola Marymount University. Prior to her doctoral work, Jiménez taught as a bilingual resource specialist in a predominantly low-income, Latino community within the Los Angeles area.Victoria L. Graf, Ph.D., is professor of education and director of the special education program at Loyola Marymount University. Prior to her work at LMU, Graf taught students with learning disabilities, autism, mild mental retardation, and emotional disturbance.In November 2005 Jiménez and Graf co-organized the Education for All conference in Los Angeles, which drew approximately 2,000 educationprofessionals.

• Foreword by Michael M. Gerber ixAcknowledgments xiiiThe Editors xvThe Contributors xviiIntroduction xxiii1. The Promise and Practice of the Individuals with Disabilities Education Act 1Nancy E. HuertaFrom the Field: Reflecting on the Realities of Implementing Special Education Law, Marlene Canter2. The Evolving Relationship Between Families of Children with Disabilities and Professionals 35Elizabeth J. Erwin, Leslie C. SoodakFrom the Field: Gabriel’s Journey—Never Quite Finished, Virginia M. Victorín3. Inclusion of Students with Disabilities in General Education 71Holly Menzies, Mary A. FalveyFrom the Field: A Personal and Professional Journey with Inclusion, Robert W. Farran4. Gaining Access to the Schoolhouse 101Richard Cohen, with Terese C. JiménezFrom the Field: Accessing the Schoolhouse for Richard, Sandra Rentería5. Reducing Disproportionate Representation in Special Education: Overview, Explanations, and Solutions 131Robert Rueda, Janette Klingner, Nicole Sager, Alejandra VelascoFrom the Field: Reflections on Disproportionality, Alnita Rettig Dunn6. Early Intervention for Students in General Education: Promoting Academic Achievement for All 167Diane HaagerFrom the Field: Addressing the Challenges of Early Intervention, Jo Ann Isken, with Terese C. Jiménez7. Differentiated Instruction: Legislative Support and Classroom Practices 195Tanya Santangelo, Greg Knotts, Katharine W. Clemmer, Marianne MitchellFrom the Field: Benefits and Challenges of Differentiated Instruction, Savina Woodyard8. Transition Services and Education for All 241Ernest RoseFrom the Field: Supporting the Transition of Individuals with Disabilities, Gina Semenza9. Personal Experiences with Disability and Special Education 267Discovering the Real Me, Sue RubinA Lifelong Journey, Olegario D. Cantos VIIFrom Instinct to Intellect, Janeen SteelFrom the Field: Building Academics, Leadership, and Community, Sandi DrinkwardAppendix: Discussion Questions 317References 327Index 351

Terese C. Jiménez, Ph.D., is assistant professor of special education at Loyola Marymount University. Prior to her doctoral work, Jiménez taught as a bilingual resource specialist in a predominantly low-income, Latino community within the Los Angeles area.Victoria L. Graf, Ph.D., is professor of education and director of the special education program at Loyola Marymount University. Prior to her work at LMU, Graf taught students with learning disabilities, autism, mild mental retardation, and emotional disturbance.In November 2005 Jiménez and Graf co-organized the Education for All conference in Los Angeles, which drew approximately 2,000 educationprofessionals.

• Foreword by Michael M. Gerber ixAcknowledgments xiiiThe Editors xvThe Contributors xviiIntroduction xxiii1. The Promise and Practice of the Individuals with Disabilities Education Act 1Nancy E. HuertaFrom the Field: Reflecting on the Realities of Implementing Special Education Law, Marlene Canter2. The Evolving Relationship Between Families of Children with Disabilities and Professionals 35Elizabeth J. Erwin, Leslie C. SoodakFrom the Field: Gabriel’s Journey—Never Quite Finished, Virginia M. Victorín3. Inclusion of Students with Disabilities in General Education 71Holly Menzies, Mary A. FalveyFrom the Field: A Personal and Professional Journey with Inclusion, Robert W. Farran4. Gaining Access to the Schoolhouse 101Richard Cohen, with Terese C. JiménezFrom the Field: Accessing the Schoolhouse for Richard, Sandra Rentería5. Reducing Disproportionate Representation in Special Education: Overview, Explanations, and Solutions 131Robert Rueda, Janette Klingner, Nicole Sager, Alejandra VelascoFrom the Field: Reflections on Disproportionality, Alnita Rettig Dunn6. Early Intervention for Students in General Education: Promoting Academic Achievement for All 167Diane HaagerFrom the Field: Addressing the Challenges of Early Intervention, Jo Ann Isken, with Terese C. Jiménez7. Differentiated Instruction: Legislative Support and Classroom Practices 195Tanya Santangelo, Greg Knotts, Katharine W. Clemmer, Marianne MitchellFrom the Field: Benefits and Challenges of Differentiated Instruction, Savina Woodyard8. Transition Services and Education for All 241Ernest RoseFrom the Field: Supporting the Transition of Individuals with Disabilities, Gina Semenza9. Personal Experiences with Disability and Special Education 267Discovering the Real Me, Sue RubinA Lifelong Journey, Olegario D. Cantos VIIFrom Instinct to Intellect, Janeen SteelFrom the Field: Building Academics, Leadership, and Community, Sandi DrinkwardAppendix: Discussion Questions 317References 327Index 351

Terese C. Jiménez, Ph.D., is assistant professor of special education at Loyola Marymount University. Prior to her doctoral work, Jiménez taught as a bilingual resource specialist in a predominantly low-income, Latino community within the Los Angeles area.Victoria L. Graf, Ph.D., is professor of education and director of the special education program at Loyola Marymount University. Prior to her work at LMU, Graf taught students with learning disabilities, autism, mild mental retardation, and emotional disturbance.In November 2005 Jiménez and Graf co-organized the Education for All conference in Los Angeles, which drew approximately 2,000 educationprofessionals.

• Foreword by Michael M. Gerber ixAcknowledgments xiiiThe Editors xvThe Contributors xviiIntroduction xxiii1. The Promise and Practice of the Individuals with Disabilities Education Act 1Nancy E. HuertaFrom the Field: Reflecting on the Realities of Implementing Special Education Law, Marlene Canter2. The Evolving Relationship Between Families of Children with Disabilities and Professionals 35Elizabeth J. Erwin, Leslie C. SoodakFrom the Field: Gabriel’s Journey—Never Quite Finished, Virginia M. Victorín3. Inclusion of Students with Disabilities in General Education 71Holly Menzies, Mary A. FalveyFrom the Field: A Personal and Professional Journey with Inclusion, Robert W. Farran4. Gaining Access to the Schoolhouse 101Richard Cohen, with Terese C. JiménezFrom the Field: Accessing the Schoolhouse for Richard, Sandra Rentería5. Reducing Disproportionate Representation in Special Education: Overview, Explanations, and Solutions 131Robert Rueda, Janette Klingner, Nicole Sager, Alejandra VelascoFrom the Field: Reflections on Disproportionality, Alnita Rettig Dunn6. Early Intervention for Students in General Education: Promoting Academic Achievement for All 167Diane HaagerFrom the Field: Addressing the Challenges of Early Intervention, Jo Ann Isken, with Terese C. Jiménez7. Differentiated Instruction: Legislative Support and Classroom Practices 195Tanya Santangelo, Greg Knotts, Katharine W. Clemmer, Marianne MitchellFrom the Field: Benefits and Challenges of Differentiated Instruction, Savina Woodyard8. Transition Services and Education for All 241Ernest RoseFrom the Field: Supporting the Transition of Individuals with Disabilities, Gina Semenza9. Personal Experiences with Disability and Special Education 267Discovering the Real Me, Sue RubinA Lifelong Journey, Olegario D. Cantos VIIFrom Instinct to Intellect, Janeen SteelFrom the Field: Building Academics, Leadership, and Community, Sandi DrinkwardAppendix: Discussion Questions 317References 327Index 351