The authors of this book discuss the latest developments in special education research. The chapters included examine the three main components of "sense of coherence," all of which are involved in the long-term outcome of people in special education; the development and evaluation of competency-based teacher training programs in the field of special education; cultural models of school inclusion in terms of shared representations regarding inclusive education of children with disabilities; recommendations for more systematic and consistent attention to course content for professional development to increase faculty's capacity to incorporate ELL content into course curriculum; an analysis of alternate assessments based on alternate achievement standards (AA-AASs) for students with significant cognitive disabilities; experiences and the perspectives of parents of children with disabilities; and a practitioner proposed model for effective working with parents of children with disabilities.