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Olcay Yavuz – Education Leadership Review, 2022
There is a growing emphasis to improve underserved students' academic, social-emotional, and career development as schools strive to deliver comprehensive student services. The purpose of this study is to explore urban high school students' perspectives on improving academic and counseling services. The results and implications for educational…
Descriptors: Urban Schools, High School Students, Student Needs, School Counseling
Maeghan N. Hennessey; Kendra L. Williams-Diehm; James E. Martin – Career Development and Transition for Exceptional Individuals, 2023
It is critical students with disabilities be adequately prepared with the foundational competencies necessary for entry-level employment. However, the field needs a research-based, structurally sound assessment to assist teachers in assessing such competencies and then writing appropriate transition goals. The purpose of this pilot study is to…
Descriptors: Students with Disabilities, Occupational Aspiration, Job Skills, Competence
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Shawna P. Ortogero; Vera Glushenko; Joan Umiokalani Jensen; Victoria Timmerman; Tierney O. Barcarse – Journal of the American Academy of Special Education Professionals, 2024
Section 504 has recently been gaining more traction among parents, educators, and government officials as more Individuals with Disabilities Education Act (IDEA) ineligible students become eligible for Section 504. To alleviate Section 504 being a special education responsibility and ramp up the lack of 504 professional development efforts for…
Descriptors: Federal Legislation, Students with Disabilities, Faculty Development, Online Courses
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Johnson, Alison; Soares, Lina; Gutierrez de Blume, Antonio P. – Georgia Educational Researcher, 2021
The purpose of this pilot study was to determine the effect of teacher professional development for working with students with Autism Spectrum Disorders and teacher (N = 56) self-efficacy in the general education classroom. A pretest/posttest quasi-experimental research design was implemented. Teachers in one randomly assigned school received…
Descriptors: Faculty Development, Autism, Pervasive Developmental Disorders, Students with Disabilities
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Kari L. Sherwood; Matthew J. Smith; Mary A. Eldredge – Journal of Disability Policy Studies, 2024
This article examines current technology-aided instruction and intervention (TAII) available for autistic transition-age youth (TAY) in the United States and existing policies that may support or hinder the delivery of these interventions. Specifically, we focus on policies that might influence the delivery of TAII to autistic TAY. After a careful…
Descriptors: Students with Disabilities, College Bound Students, Autism Spectrum Disorders, Individualized Education Programs
Early Childhood Technical Assistance Center, 2016
In 2014-2015, children with delays or disabilities who received services under the Individuals with Disabilities Act (IDEA) showed greater than expected developmental progress. Many children exited the program functioning within age expectations, and most made progress. States' Part C and Part B Preschool programs report data annually on three…
Descriptors: Developmental Disabilities, Developmental Delays, Young Children, Program Effectiveness
Halbert, Julie Wright; Gamm, Sue – Council of the Great City Schools, 2017
The Sacramento City Unified School District (SCUSD), asked the Council of the Great City Schools to review the district's services for students with disabilities and provide recommendations to improve performance and narrow the achievement gap between these students and their nondisabled peers. This report was designed to help SCUSD achieve its…
Descriptors: School Districts, Disabilities, Student Needs, Special Education
Center for Public Education, 2020
The Individuals with Disabilities Education Act (IDEA) requires that schools assist students with disabilities to develop independent living skills and abilities essential to succeed in most of their life's endeavors. According to the law, each student with a disability must have an individualized education program (IEP), and the IEP must address…
Descriptors: Students with Disabilities, Vocational Education, Individualized Education Programs, Educational Legislation
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Chopra, Ritu; Banerjee, Rashida; DiPalma, Geraldine; Merrill, Laura; Ferguson, Ardith – Rural Special Education Quarterly, 2013
Under the supervision of a licensed early intervention provider, paraprofessionals play an indispensable role in implementation of home and community-based services to infants and toddlers with developmental delays or disabilities and their families in Colorado. The Individuals with Disabilities Education Act of 2004 requires that…
Descriptors: Paraprofessional School Personnel, Models, Training Methods, Early Intervention
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Cowan, Carolina; Maxwell, Gerri – Journal of Instructional Pedagogies, 2015
The Response to Intervention Framework has created a change in the paradigm of the educational system where educators must pursue other avenues before embarking on testing and labeling a child. The Response to Intervention initiative has provided educators with a research based framework that can be implemented at all levels of schooling. There…
Descriptors: Program Implementation, Teacher Attitudes, Academic Achievement, Correlation
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Flannery, K. Brigid; Lombardi, Allison; Kato, Mimi McGrath – Career Development and Transition for Exceptional Individuals, 2015
Under the Individuals With Disabilities Education Act (IDEA), transition needs and services are to be discussed as part of the Individual Education Program (IEP) planning process, and decisions based on students' future goals are to be documented in the IEP. These transition requirements were included in IDEA in order to plan with the student,…
Descriptors: Educational Quality, Transitional Programs, Faculty Development, Secondary School Teachers
Segers, Kathryn S. – ProQuest LLC, 2014
Technology is used in almost every school and classroom today and motivates and intrigues students with vision. This same technology is often not accessible to students with visual impairments and blindness. Assistive technology must be used by students with visual impairments and blindness in order to access a computer, the Internet, and print…
Descriptors: Assistive Technology, Technology Uses in Education, Visual Impairments, Blindness
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Gehrke, Rebecca Swanson; McCoy, Kathleen – New Educator, 2012
A methodical review of the literature revealed that, although similarities exist, the needs of beginning special educators differ significantly from those of the general population of beginning teachers in the following areas: procedural information, curriculum and instruction, classroom management, and collegial interactions. The article reminds…
Descriptors: Classroom Techniques, Special Education Teachers, Beginning Teachers, Beginning Teacher Induction
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Flannery, K. Brigid; Hellemn, Lisa A. – Journal of Special Education, 2015
The Individualized Education Programs (IEPs) for students 16 years of age or above must address specific transition components. Studies to date have focused on the presence and quality of these transition components, yet the alignment of these components and their role in leading the development of the IEP is just as critical. This qualitative…
Descriptors: Individualized Transition Plans, Alignment (Education), Faculty Development, Knowledge Level
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Cheney, Douglas; Jewell, Kelly – Advances in Special Education (MS), 2012
The 1990 reauthorization of PL 94-142, the Individuals with Disabilities Act (IDEA), emphasized the need for applied research in schools to prevent the development of emotional disturbance. Prevention research then led to mandates in IDEA 1997 that schools must develop positive behavior interventions and supports (PBIS) for children and youth…
Descriptors: Outcomes of Education, Behavior Disorders, Emotional Disturbances, Educational Objectives
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