“Special education invites teachers to be creative problem-solvers: working at the intersection of the general education curriculum and the child’s specific strengths and needs. This volume invites teachers to use an action research approach to embark systematically on this work. This is exactly what we should be doing. By reading the specific inquiry projects, teachers are invited to not only learn from these preservice teachers, but also embark on their own inquiries.”
—Celia Oyler, Teachers College, Columbia University

This is the first book about action research devoted to the complex issues faced by children with disabilities and their teachers. The authors begin by providing the historical and philosophical underpinnings of action research and then present a framework for conducting action research in special education. In addition, they feature four examples of actual teacher-researcher studies, as well as a “how-to” chapter that outlines the basic principles needed for conducting action research. This book is essential reading for anyone interested in using action research to enhance student achievement and to address issues of social justice faced by children with disabilities.

Book Features:

• Details the origins and practice of action research in special education.
• Demonstrates how action research is a dedicated component of preservice teacher preparation.
• Provides exemplars of action research performed by students in the field.

Contents: Action Research: Promise for Special Education • Improving Opportunities for Children with Disabilities Through Action Research • Basic Principles for Conducting Action Research • Reflection, Inquiry, and Action Research in Special Education Teacher Preparation Programs • Teaching “Mitch” to Recognize and Read High-Frequency Sight Words • Using a Communication Game to Improve the Expressive Language Skills of a Boy with Autism • The Effects of Individual and Small-Group Tutoring on Math Performance • Applying Functional Behavioral Analysis and a Positive Behavior Support Plan to Address Self-Injurious Behavior in a Student with Severe Disabilities • Afterword: Looking to the Future of Action Research in Special Education

Susan M. Bruce is an associate professor in the Lynch School of Education at Boston College with a focus on special education.Gerald J. Pine (deceased) was a professor emeritus, Lynch School of Education, Boston College.