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This article offers an overview of special education legislation and a description of how special education services are typically provided in the U.S. Research regarding special education efficacy is reviewed, with an emphasis on interventions designed to improve the academic functioning of students with mild, high incidence disabilities. Promising instructional interventions for these students are discussed and critiqued, and implications for the school psychologist are presented.
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Schulte et al. (1998) studied this question.
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