Exceptional children

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  Año 2025, Vol. 92, Número 1

  • Editorial

    • IDEA at 50—Progress, Equity, and the Work Ahead: The Editors

      Endia J. Lindo, Patricia Martínez Álvarez, Amanda L. Sullivan, Kathleen King Thorius

      págs. 5-10

      

  • Original Research

    • “Well, Those Students Have a Name”: Special Educators’ Beliefs About Students Labeled With Emotional/Behavioral Disorders

      Hannah Morris Mathews, Lindsey Kaler, Maalavika Ragunathan, Elizabeth Bettini, Kathryn M. Meyer

      • Resumen

      págs. 11-34

      

    • Chinese Gifted and Talented Students’ Learning Needs in New Zealand Primary Schools: Perspectives From Chinese Parents

      Zhu Yao, Catherine Rawlinson, Richard Hamilton

      • Resumen

      págs. 35-53

      

    • The Effects of Universal Design for Learning on Fifth-Grade Puberty Instruction to Enable Accessibility for Students with Disabilities

      Sarah Louise Curtiss, Melissa Stoffers, Amy Brown, Philinda Mindler

      • Resumen

      págs. 54-72

      

    • “This is me”: Using Bronfenbrenner's Systems Model to Prioritize Student and Stakeholders’ Voices in the Co-Design of Individualized Education Programs

      Melissa Fanshawe

      • Resumen

      págs. 73-89

      

    • Decolonizing Agency: A Framework for an Inclusive Co-Design of Behavioral Support Systems in Indigenous Land

      Dian Mawene, Aydin Bal, Dosun Ko, Linda Orie, Elizabeth Schrader, Jahyun Yoo

      • Resumen

      págs. 90-109