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Senators Chuck Schumer and Joe Manchin shocked Washington on July 27 by announcing that they had reached a deal on a climate bill. Dubbed the Inflation Reduction Act of 2022, the bill includes $369 billion in spending on climate action. If passed, it would be the most important climate legislation in U.S. history and would…

Members of Congress from both parties are politicizing and spreading bad information on the energy crisis resulting from Russia's invasion of Ukraine. Given the acrimony in U.S. politics today, this isn't surprising, but misinformation on the real cause of high gasoline prices is a disservice to U.S. citizens. Democrats blame the oil and gas industry…

Industrial raw materials are key to our modern life. They are the building blocks of many products we use constantly, from buildings and infrastructure to ubiquitous plastic goods. Continuing economic growth, especially in the developing world, will only increase demand for these goods. Since 1971, global demand for steel has increased by a factor of three, cement by nearly seven, and plastics by more than 10. At the same time, the global population has doubled and GDP has grown nearly fivefold. At the same time, global CO2emissions have increased by a factor of 2.3. The industrial sector is an important source of greenhouse gas (GHG) emissions, responsible for nearly one-quarter of direct CO2 emissions in 2017. It encompasses a range of sources, including manufacturing, mining, and construction. When also accounting for indirect emissions — those resulting from offsite power generation — the industrial sector is responsible for nearly 40% of global CO2 emissions. Industrial emissions made up 28% of U.S. CO2 emissions in 2019, and the Rhodium Group estimates that industry will overtake transportation as the largest source of U.S. greenhouse gas emissions within the next 10 years.4 Reducing industrial CO2 emissions is crucial to achieving deep decarbonization goals, such as reaching the U.S. and European Union goals of net-zero GHG emissions by 2050.

India's economy has been a leader among developing nations, with gross domestic product (GDP) growing at 6.9 percent between financial year (FY) 2012 and FY 2018.4 Energy and electricity demand have grown along with the economy and India now has the third-largest electricity grid in the world, with a gross installed capacity of 344 gigawatts (GW) in March 2018 (the end of FY 2018). Nonetheless, with India's population of about 1.4 billion people, the grid supplies just under 900 kilowatt hours (kWh) of generation per capita (FY 2018), which is one-third of the world average and 14 times less than average U.S. consumption. In addition to low average consumption, approximately 32 million homes still lack an electricity connection as of April 2018.6 The Indian government has ambitious plans to connect all homes to electricity by 2019.

Providing successful inclusive learning environments for students with significant support needs (SSN) requires the natural integration of supports and individualized instruction into typical general education classrooms. In co-taught, inclusive classrooms, it is important that both general and special educators know how to support learning for all students with and without SSN. Collaborative professional development (CPD) has the potential to better support the implementation of inclusive practices, as educators may share their different areas of expertise by teaching each other their most impactful instructional strategies. The following article outlines a four-step CPD cycle that can guide teachers through multiple rounds of collaborative learning in which they support each other to learn new, high-impact teaching strategies. This CPD builds off research on effective professional development strategies, including the use of role-playing and practice-based feedback. Templates and examples are provided to support the implementation of this CPD cycle.

While legislation and research have promoted inclusive education and the importance of literacy instruction for students with extensive support needs, the majority of literacy instruction research continues to occur in separate self-contained special education settings. This article is a call to action to the educational research community to elicit research on literacy instruction strategies, including collaborative planning, teaching, and material preparation related to grade-level general education curriculum in general education school settings. Findings from current research on literacy instruction in separate special education and general education settings are presented. Suggestions for future research and action are discussed.

This systematic literature review updates and extends the findings of Hudson and Test's 2011 review of literature on shared reading, an interactive read-aloud practice, to promote literacy skills for students with extensive support needs (ESN). Thirty-two shared reading studies are assessed and described in terms of literacy skills investigated, intervention methods, materials used, interventionists, and settings in which shared reading has been evaluated for students with ESN. The quality of each included study was analyzed and the assessment of level of research evidence was conducted using systematic processes. Results indicate that there is a moderate level of evidence for shared reading as an intervention to promote comprehension, vocabulary, and emergent literacy skills for students with ESN. Implications for practice and areas of need for future research are presented.

This week, President Biden will convene 40 world leaders for a major climate conference. The event marks America's return to the world stage on climate action and is an opportunity for the president to work with other global leaders on fighting an existential crisis that has already wreaked havoc across the world. In a series…

Special education consists of specially designed services available for students with disabilities, and should be available across placements. Students with the most significant disabilities continue to be taught in restrictive settings, despite accumulating evidence suggesting their special education services can be delivered effectively in general education settings. Every individualized education program (IEP) must contain a statement describing how the student will be provided a free and appropriate education in the least restrictive environment. The present study used content analysis to examine least restrictive environment statements of 88 students' IEPs to determine what factors, including supplementary aids and services, were considered in making placement decisions. We further analyzed the classes and activities in which students participated in general education settings. Findings reveal supplementary aids and services were not considered in placement decisions, although a number of factors centering on curricular considerations, environmental demands, student deficit, and personnel requirements were noted in making placement decisions. We further found students primarily participated in non-academic instruction while in general education settings. Implications for policy, practice, and research are included.

This study investigates the impact of in-person professional development (PD) with ongoing emailed practice-based feedback (EPF) on teacher correct implementation of a multicomponent shared reading intervention for students with extensive support needs (ESN) embedded within general education (GE) instruction within three multiple baseline across skills designs. Skills within the shared reading intervention included (a) student engagement, reinforcement, and redirection, (b) planned questioning with wait time and error correction, and (c) in the moment data collection. A functional relation between PD with EPF package and teacher correct implementation of the multicomponent shared reading intervention was established for all three teachers. Teachers reported the experience was positive and felt comfortable delivering the small group shared reading intervention. No negative impact on student comprehension occurred. Findings show general and special educators can embed individualized shared reading using modified grade-level books and collect data on literacy skills for students with ESN in GE instruction with fidelity. This successfully implemented specialized instruction and data collection on the individualized educational goals of students with ESN provides more evidence that GE settings are an effective location for individualized service delivery and progress monitoring. Further implications for research and practice are shared.

At the United Nations Climate Change Conference in Sharm el-Sheikh, Egypt, known as COP27, leaders from around the world are gathering to discuss solutions to climate change and global warming. Brookings experts explain what is on the agenda, and how the negotiations may play out. MADIHA AFZAL (@MadihaAfzal) Fellow, Center for Middle East Policy and…