Parents of children with disabilities are an important part of their child's special education team. However, parents often have limited involvement in school-based therapies that are provided as part of a child's Individualized Education Program. The field lacks tools to assess the domain and extent of parent needs for optimal engagement in their…

There is a need to investigate the diagnostic utility of autism diagnostic questionnaires in school-age children, who are increasingly being referred for autism assessment. Aside from the standardization sample, little research has been conducted on the Autism Spectrum Rating Scales, particularly regarding teacher reports. This study investigated…

Each year, over 1.2 million children and youth identified as experiencing homelessness in the nation's schools face the educational disruption caused by not having a safe and stable place to live. Children and youth experiencing homelessness face educational challenges that include a lack of basic necessities, such as food, clothing, and medical…

Appropriately identifying children with disabilities--in ways that are timely, comprehensive, and accurate--is critical for ensuring that learners receive the supports they need to meet early milestones and succeed in school. In turn, the Individuals with Disabilities Education Act (IDEA) charges states and school districts with: (1) finding all…

Despite the relatively high incidence rates of traumatic brain injuries (TBIs) in children and adolescents, few students qualify for special education services under the TBI category. Although many TBIs do not require specially designed instruction or related services, it is essential that students with substantive educational effects from TBI…

The COVID-19 pandemic impacted school-based delivery of special educational supports and therapeutic services. This study describes student receipt of school-based supports/services and parent satisfaction by instruction modalities during the 2020-2021 academic year in the United States. Data were collected through the COVID Experiences Survey…

This research evaluates childhood mental health disorders and their prevalence. Public-school systems are tasked with providing equitable education and services to students in special education who are in need under the Individuals with Disabilities Education Act. Public school districts may look outside of the traditional academic setting, to a…

Many educators and school administrators are familiar with the Multi-tiered System of Supports (MTSS), its application of data, and its effectiveness in resolving barriers to academic and social learning. Properly matched research-based interventions are likely to improve student academic and social outcomes. However, what becomes of the…

The Council for Exceptional Children (CEC) advocates for the full participation of all children and youth with disabilities and/or identified as gifted and talented in educational programming that promotes positive academic, social emotional, and adaptive/independent living outcomes and sets the stage for lifelong success. This position statement…

Due Process Hearings are one of three formal dispute resolution procedures provided to parents of children with disabilities by the Individuals with Disabilities Education Act of 2004 (IDEA). Whereas students receiving special education typically comprise approximately 14% of student enrollment, litigation tied to special education disputes…

This article describes the results of a disabled children's childhood studies analysis of Section 1414 of the Individuals with Disabilities Education Act (2004), which outlines definitions and procedures related to evaluations, eligibility determinations, individualized education programs (IEP), and educational placements for disabled children in…

Purpose: This study aimed to determine if eligibility for special education and related services (SERS) in New Jersey (NJ) is biased based on a child's racial/ cultural background or socioeconomic status (SES). Method: A Qualtrics survey was administered to NJ child study team personnel including speech-language pathologists, school psychologists,…

The annual National Deafblind Child Count is the world's first and longest-running count of children who are deafblind. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on Deafblindness (NCDB) and state deafblind projects throughout the country, including those in the…

We document the characteristics of children and young adults identified in the Panel Study of Income Dynamics as having a learning disability and study whether legislative changes in diagnosis criteria have had a noticeable effect determining who receives a diagnosis. We further document that children and young adults identified as a having a…

Advocacy is often an expectation for parents of children with disabilities. However, little is known about the process and products (i.e., outcomes) of parent advocacy experiences. Without understanding parent perceptions of their advocacy experiences, it is difficult to measure the effectiveness of parent advocacy. To this end, the purpose of…