Adjustments for Students With Special Needs in General Education Classes

CHAPTER 1: Introduction and Background.- CHAPTER 2: Methodology.- CHAPTER 3: Results and Discussion - What We Know About Adjustments and Implications.- CHAPTER 4: Major Implications and Future Directions.

Mark Carter is an honorary associate professor in the School of Education at the University of Wollongong, Australia and Dean of the Academy for the Science of Instruction at MultiLit Pty Ltd. He has contributed to the field of special education for over 40 years as an early interventionist, special educator, teacher educator, and researcher. His research interests include educational issues in autism spectrum disorder, evidence-based practice in special education, controversial practices, and educational decision-making. He has worked with government departments and private organisations over several decades in projects designed to improve educational outcomes for students with disabilities. He has also been an investigator in two major funded projects examining adjustments provided to students with special needs in mainstream classrooms. He has over 140 refereed publications and book chapters, and has contributed to a wide range of reviews, publications, and conference presentations, often specifically addressing translation of research for practitioners and caregivers.
Associate Professor Amanda Webster is the academic program director for the Master and Graduate Certificate of Autism and the Master of Education/Special Education at the University of Wollongong, Australia. Prior to her academic career, she worked for over 30 years with students and their families as a school leader, an advisor, a teacher, a programme director, and a certified behaviour analyst. Her research focuses on creating meaningful social impact and centres on leadership for inclusive education and community environments that support the achievement and self-determination of autistic and neurodivergent individuals with and their families. She has worked closely with the departments of education in Queensland, New South Wales, and Tasmania, to lead research on the role of school leaders, staff, and parents in establishing effective inclusive school cultures and practices that will