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The Relationship between Severity of Disability and Segregated Placements for Students with Complex Support Needs
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Jennifer A. Kurth; Tyler A. Hicks; Karrie A. Shogren; Alison L. Zagona; J. Matt Jameson; Lewis Jackson; Martin Agran; Diane Ryndak – Journal of Special Education, 2025
Most students with complex support needs are taught in separate special education classrooms; one reason is teams that inappropriately use the intensity of support needs as the basis for placement in more restrictive placements. This study used Bayesian multilevel modeling to determine whether the intensity of student support needs predicted…
Descriptors: Students with Disabilities, Severity (of Disability), Student Placement, Student Needs
The Effectiveness of Individualized Morphosyntactic Target Identification and Explicit Intervention Using the SHAPE CODING System for Children with Developmental Language Disorder and the Impact of Within-Session Dosage
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Susan H. Ebbels; Mollie Gadd; Hilary Nicoll; Lucy Hughes; Nicola Dawson; Caroline Burke; Samuel D. Calder; Pauline Frizelle – Language, Speech, and Hearing Services in Schools, 2024
Purpose: We investigated the effectiveness of a highly individualized morphosyntactic intervention using the SHAPE CODING™ system delivered at different dosages. Method: Eight children with developmental language disorder aged 8;0-10;10 (years;months) received 10 hr of explicit individualized intervention for morphosyntax delivered in 30-min…
Descriptors: Foreign Countries, Elementary School Students, Language Impairments, Intervention
An Evaluation of Annual Goals for Rural Students Who Are Receiving Special Education Services: A Comparison of Disability Categories
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Katie Mae McCabe – Rural Special Education Quarterly, 2024
In this article, we describe the exploration of the content and quality of annual goals included in the Individualized Education Programs (IEPs) of students with disabilities in one rural U.S. school district. We utilized content analysis to understand the district's service delivery model comprehensively. Findings revealed disparities between…
Descriptors: Goal Orientation, Evaluation, Rural Schools, Special Education
Opportunity Café: A Community-Based Intervention to Promote Employability and Self-Care Independence for Transition-Aged Students with Intellectual and Developmental Disabilities
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Pauline Westcott – ProQuest LLC, 2024
The Individual with Disabilities Education Act (IDEA) mandates that a transition plan be in place for students with disabilities by the time they turn 16. This plan aims to facilitate the child's movement from high school "to post-school activities, including postsecondary education, vocational education, integrated employment (including…
Descriptors: Educational Legislation, Students with Disabilities, Federal Legislation, Equal Education
Connecting Postsecondary Quality of Life to Promises of IDEA: An Issue of Educational Equity
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Margaret Nikki Heiman – ProQuest LLC, 2024
This mixed methods study on postsecondary outcomes for individuals with disabilities focused on the experiences of young adults with intellectual and developmental disabilities (IDD) and significant disabilities from their perspective. The research questions include understanding their overall quality of life (QOL), the supports, services, and…
Descriptors: Quality of Life, Equal Education, Students with Disabilities, Young Adults
The Effects of UPGRADE Your Performance on Employment Soft Skills of Students with Intellectual and Developmental Disabilities: A Pilot Study of Generalization
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Kelly A. Clark; Moira Konrad; David W. Test – Journal of Intellectual Disabilities, 2024
Previous research has identified "UPGRADE Your Performance" as a method for teaching employment soft skills to students with disabilities. "UPGRADE Your Performance" instruction is a multicomponent intervention including self-evaluation, self-graphing, goal setting, and technology-aided instruction. This pilot study…
Descriptors: Students with Disabilities, Soft Skills, Intellectual Disability, Developmental Disabilities
Special Education Experiences and Stress among Asian-American Parents of Children with Intellectual and Developmental Disabilities
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Kristina Rios; Wei-Mo Tu – Exceptionality, 2024
Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student's individualized education program (IEP) program (IDEA, 2004), a bulk of empirical research…
Descriptors: Family Involvement, Special Education, Individualized Education Programs, Parent Attitudes