Hume, K., et al. (2022). Efficacy of a school-based comprehensive intervention program for adolescents with autism. Exceptional Children, 88(2), 223-240.

Key Takeaway: This engaging study funded by the USDE introduces a research supported model for autism programming for high school students and is a gateway to The Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) and a wealth of resources and materials. The findings are actionable.

Chen, E. (2008)The Importance of Universal Design for Learning

Key Takeaway: Harvard’s David Rose and the Center for Applied Special Technology (CAST) propose a shift from “student disability” to “curriculum disability,” advocating for a more inclusive, flexible approach to education called Universal Design for Learning (UDL). UDL’s core principles include multiple means of representation, expression, and engagement, tailored to accommodate individual student differences. Technology plays a supportive, but not essential role in this process, underlining the idea that the curriculum should adapt to students, not the other way around.

Conner, J., et al., (2024). The pedagogical foundations of student voice practices: The role of relationships, differentiation, and choice in supporting student voice practices in high school classrooms.

Key Takeaway: This excellent study provides helpful insight and context to student voice practices (SVP) and instructional approaches linked to student voice. It highlights the significant work needed to reach authentic implementation.

Soini, T., et al. (2023). Primary and Lower Secondary Students’ Learning Agency and Social Support.

Key Takeaway: Excellent Finnish study highlighting the importance of fostering a strong sense of learning agency to support lifelong learning and active citizenship.

Criteria: Peer-reviewed article, good overview of the concept of student agency, offers insight into role of motivation, efficacy, and social context.

Dabrowski, J., & Marshall, T. R. (2018). Motivation and Engagement in Student Assignments: The Role of Choice and Relevancy. Equity in Motion.

Key Takeaway: This practice brief highlights how choice and relevancy can significantly enhance student motivation and engagement in educational settings.

Criteria: Well-cited article under the auspices of The Education Trust, written for the practitioner.

Pearman II, F. et al. (2019) Are Achievement Gaps Related to Discipline Gaps? Evidence from National Data

Key Takeaway: The Black/White Achievement Gap and the Black/White Discipline Gap are interrelated – if one increases or decreases, then so too will the other.  Educators, stakeholders, and parents should take note of particular issues that contribute to these gaps, such as teacher bias and the alienation that Black students can experience in schools.