Exploring gains in reading and mathematics achievement among regular and exceptional students using

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Once, Sometimes, or Always in Special Education (2015, background): “With a few exceptions (e.g., Shin et al., 2013; Wei et al., 2011, 2013), most studies of growth in the SWD population have examined students in one or two disability classifications only, primarily students with speech or language impairments or learning disabilities (e.g., Francis et al., 1996;…”