The use of evidence-based practices (EBPs) was mandated with the passage of the No Child Left Behind Act of 2001 (NCLB), and continues with the Every Student Succeeds Act (ESSA). Accordingly, all children, including those with severe disabilities, must be taught both daily living and academic skills using EBPs. In this article, we synthesize,…

An overview of special education in Costa Rica is provided. Costa Rica has promulgated four educational service models that extend special education expertise: consulting teachers, educational assistance teams, itinerant teams, and resource centers. Their educational classification system describes the level of modifications required by students.…

This article describes special education and early inclusion efforts in China. National projects and local examples of children with disabilities, including children with autism, being included in public schools and educated in general education classrooms are described. Implications for inclusive practice, focusing on the importance of parent…

This article traces the evolution of special education policies and services and the introduction of inclusive education as a service delivery model in Viet Nam. The impact of a series of inclusion projects and resultant goals of the Ministry of Education and Training to expand inclusive education are described. (Contains 8 references.) (Author/CR)

This article discusses the importance of international perspectives in designing and promoting educational innovation and reform, cultural and financial limitations of imposing western special education inclusion principles and practices on developing countries, and special education practices in China, Vietnam, and Costa Rica. (Contains 2…