To define what is special about the education of students with severe disabilities, this article provides a snapshot of research-based practices that are relevant to the “No Child Left Behind” (NCLB) focus on accountability. The NCLB requirement to assess all students in reading, math, and science is contrasted to the functional approach typical of skill acquisition research for this population. The concept of adequate yearly progress is addressed by reviewing the types of instructional strategies that would most likely yield progress. Information is also provided on the extent to which teachers use research-based strategies. We conclude that prior research provides guidance for how to select and teach skills even though new applications for academics are needed.
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