Using research-based practices to support students with diverse needs in general education settings

As new reform movements and legislation are introduced, educators and administrators often struggle to determine how to continue to meet the needs of all students. Perhaps at no other time have school personnel been under as much pressure to demonstrate the effectiveness of their programs with respect to student performance. With the passage of the No Child Left Behind Act (U.S. Department of Education, 2001), all students must meet established standards in academic areas. In addition to the challenges of meeting required performance "outcomes," educational professionals also must be prepared to meet the needs of increasing numbers of students with diverse backgrounds. For example, the majority of students with disabilities are now integrated into the general education classroom for a significant portion of the school day (Mercer & Mercer, 2005). Furthermore, students without identified disabilities who have educational support needs also are increasing in general education (Stormont, Espinosa, Knipping, & McCathren, 2003). As a result, general educators need to increase their ability to teach a more diverse group of students. The purpose of this article is to address how general educators can meet the needs of more students by identifying and implementing practices that are supported by research.