Advancing Special Education Through Improvement Science

"Advancing Special Education Through Improvement Science makes a vital contribution to special education, educational leadership, and school system improvement. The volume amplifies the voices of leaders tackling complex problems of practice to promote equity in educational settings. A key strength is its focus on improving the educational infrastructure for special education and literacy, alongside a critical analysis of how ableism and racism intersect in American schools. It also offers a rich array of models and approaches for faculty and doctoral students committed to transforming the dissertation process to advance equity, excellence, and justice in educational organizations."

Dr. Maxwell Yurkofsky, Assistant Professor & Program Coordinator, Doctor of Education Program, Radford University School of Teacher Education and Leadership

"This practical guide bridges the gap between research and practice by applying improvement science to the field of special education. Designed for educators, school leaders, and policy advocates, it offers actionable strategies for addressing persistent challenges and promoting equity for students with disabilities. Grounded in real-world examples and data driven inquiry, the book empowers practitioners to implement sustainable change and foster inclusive learning environments that prioritize student-centered outcomes."

Dr. Steven A. Chambers, Senior Advisor for Partnerships, New York City Department of Education

"With clarity and purpose, this essential guide demonstrates how improvement science can transform special education systems from reactive to proactive. It provides a roadmap for educators committed to dismantling inequities, enhancing instructional practices, and driving meaningful change. A must-read for those seeking to center students with disabilities in continuous, equity-focused school improvement efforts."

Dr. James T. Jackson, Associate Professor, Howard University School of Education

"Advancing Special Education Through Improvement Science challenges the status quo with urgently needed proven strategies to move the needle on learning. Rooted in equity and practical experience, the chapters present bold strategies to challenge bias, celebrate linguistic diversity, and provide educators with the tools to foster lasting, inclusive change in special education environments. Brava to the authors and editors!"

Cheryl Holcomb-McCoy, Ph.D. (she/her/hers), CEO/President, American Association of Colleges for Teacher Education (AACTE), Distinguished Professor, American University

"Equipping educators, leaders, and researchers with practical tools, this guide introduces improvement science as a powerful approach to transform special education. Focused on sustainable, equity-driven change, it bridges theory and practice to address systemic inequities and improve student outcomes. Advancing Special Education Through Improvement Science offers real-world examples, actionable frameworks, and clear strategies for designing, testing, and refining interventions in inclusive education settings. Whether you're in the classroom, district office, or research field, this book provides a justice-centered roadmap for building more responsive and effective special education systems from the ground up."

Dr. Andraé Townsel, Superintendent, Hartford Public Schools, President, National Alliance of Black School Educators

"Advancing Special Education Through Improvement Science provides a comprehensive overview of improvement science as a framework to reconceptualize
and guide continuous improvement in literacy instruction by centering equity and justice. This powerful and comprehensive volume provides an essential roadmap for education advocates at all levels to center the needs and priorities of historically marginalized students in and through culturally affirming literacy practices. The chapter authors activate our awareness and understanding of how systemic biases harm students in literacy learning. Most significantly, the chapter authors provide actionable steps to disrupt harmful practices and activate meaningful changes at student, classroom, school, district, state, and national levels of education."

Alida Anderson, Ph.D., Professor, American University School of Education

"What an honor and privilege to write an endorsement for the book, Advancing Special Education Through Improvement Science: A Practical Guide. It is one thing to see scholar-practitioners pursuing a doctorate in education while navigating the complex systems and wicked problems they face in schools, communities, and society, but it is another to see and read it in practice and the fruits of their work. What distinguishes this book that Antonio L. Ellis and Sarah Irvine Belson have co-edited masterfully are the stories and narratives of teachers, specialists, and leaders at school and district levels and the frameworks, instructional designs, rubrics, tools, and resources available for advancing special education. The book is for foot soldiers who see that efforts toward culturally responsive, equitable, inclusive, and accessible education will and must persist, and the journey toward equity is more than a flash in the pan."

Rodney Hopson, Ph.D., Interim Dean and Professor, American University School of Education

List of Figures and Tables

Foreword by Dr. Edwin Nii Bonney, Clemson University

Dedication

Acknowledgements

Section 1: The Groundwork

Chapter 1: Introduction Improvement Science in Special Education by Drs. Antonio L. Ellis and Sarah Irvine Belson

Chapter 2: Translating Research into Practice in Special Education: The Role of Improvement Science by Dr. Antonio L. Ellis

Chapter 3: Early Literacy Intervention Leadership: Improvement Science in Doctoral Education by Dr. Sarah Irvine Belson

Section 2: Inclusive Literacy Practices

Chapter 4: Honoring Black Language: A Leadership Guide to Linguistically Sustaining Teaching Practices by Dr. Jasmine Rogers

Chapter 5: Using DisCrit Theory to Unmask Internalized Ableist Perspectives in K-12 Education Leaders by Dr. Brandi Smith

Section 3: Applications of Improvement Science to Support All Learners

Chapter 6: Breaking Glass Ceilings: Providing Intentional Support for High-Performing Black Students by Dr. ShaMaar A. Blount

Chapter 7: Masculinity, Identity, and Instructional Bias: An Improvement Science Framework for Supporting Black Boys in Special Education by Dr. Gary Hamilton

Chapter 8: Bridging the Gap: Creating Vertical Alignment in Literacy Instruction Between Pre-K and Kindergarten by Dr. Kenneth J. Neat

Section 4: Improving the Literacy Leadership Infrastructure

Chapter 9: Implementing Strategic Planning Equity Pauses to Improve Literacy Outcomes for Students with Disabilities by Dr. Shareen Fernanders

Chapter 10: Developing Teacher Skill and Will: Influencing Teacher Self-Efficacy in Order to Improve Student Literacy Outcomes by Dr. Becky Nolin

Chapter 11: Coaching the Coaches for Inclusive Reading Achievement by Dr. Kim Brogden-Jackson

Biographies

Index

Antonio L. Ellis

Dr. Antonio L. Ellis is a Senior Professorial Lecturer and Director of the Summer Institute on Education Equity and Justice (SIEEJ) at the American University School of Education. He teaches special education courses, advises students in the educational policy and leadership doctoral program, and supports doctoral dissertations. Dr. Ellis received his doctoral degree in educational leadership and policy studies from Howard University. He holds additional academic degrees in educational administration, theological studies, higher education, and special education and human development. He has published multiple books, including Ed.D. Programs as Incubators for Social Justice Leadership; Transitioning Children with Disabilities: From Early Childhood through Adulthood; and Teacher Educators as Critical Storytellers. He has served as an inclusion teacher, central office administrator, and school building administrator with the District of Columbia Public Schools. In addition to his practitioner work in K-12 settings, Dr. Ellis served as an adjunct professor in the College of Charleston Teacher Education Department and the Howard University School of Education Department of Educational Leadership and Policy Studies. He also served as a tenure-track assistant professor at Radford University. His passion is advocating on behalf of persons with disabilities, with a special emphasis on African American males who are speech impaired. Dr. Ellis’ research interests include disability studies, pastoral care, equity in higher education, Pre-K-12 educational leadership, multicultural education, critical race theory, and special education.

Sarah Irvine Belson

Dr. Sarah Irvine Belson serves as the Executive Director of the Institute for Innovation in Education (IIE) and is a Professor of Special Education and Early Literacy Intervention Leadership in the School of Education (SOE) at American University in Washington, DC. She currently collaborates in research partnerships with teachers and school leaders to foster educational opportunity for children with disabilities, focused on culturally and linguistically affirming reading intervention and grounded in principles of teacher voice and wellbeing and use of evidence-based practices. She is the author of over 100 publications and serves as PI for several sponsored research projects focused on early literacy intervention and implementation of evidence-based reading instruction from the US Department of Education and the National Science Foundation. Dr. Belson coaches in-service and preservice teachers and leaders on implementing evidenced based instruction, creating inclusive school communities, and in supporting all learners. Her focus on interventions to increase educational equity and opportunity for children with disabilities is a cornerstone of her research and teaching.