Affiliation:
1. The Ohio State University, USA
2. Texas Woman's University, USA
Abstract
Accelerated learning has been historically absent in conversations driving the instruction of students being served in special education. A prevailing deficit mindset commonly exists within the special education community leaving expectations of increased student learning to chance. This chapter aims to share data from a large-scale, national sample of special education students receiving the powerful literacy intervention, Literacy Lessons. These data detail the possibility of accelerated student learning by measuring the text reading level of students at entry and exit of the intervention, and even more, compared to their rate of progress before entering the intervention.