Infants and toddlers with disabilities (ages birth to 2 years) and their families receive services under IDEA Part C, and children and youth with disabilities (ages 3-21 years) receive special education and related services under IDEA Part B. IDEA mandates the provision of opportunities for parent involvement in early intervention (Part C),…

The United States Senate's unwillingness to ratify the Convention on the Rights of the Child (CRC) notwithstanding, the Individuals with Disabilities Education Act (IDEA) contains significant safeguards protecting the rights of students with disabilities, acknowledging their participation rights in decisions about their futures. In the first of…

The purpose of this qualitative study was to evaluate the effectiveness of transitional preparatory programs from the perspective of parents and teachers in North Carolina. The following three research questions guided this research inquiry: Based on parent and teacher perspectives, how did the high school transitional program facilitate success…

An IEP is an Individualized Education Program. When a child is identified with a disability under the Individuals with Disabilities Education Act (IDEA) a child has a right to a Free, Appropriate, Public Education (FAPE). For a child to receive FAPE there has to be an IEP developed in order for the child to progress in the general education…

Preparing youth with disabilities for successful futures is a longstanding priority for policymakers and educators. This priority is reflected in the federal Individuals with Disabilities Education Act (IDEA), last updated in 2004. This brief summarizes findings from surveys of secondary school youth with disabilities and their parents collected…

Equity issues continue to surround the supports and services provided to students with dis/ abilities from birth onward, especially for children of color and despite extensive legal protections guaranteed through the Individuals with Disabilities Education Act (IDEA). The purpose of this article is to examine how these systemic issues unfold in…

Transition planning is an important element of special education. This study is a secondary data analysis of the National Longitudinal Transition Study 2012 (NLTS 2012) that examined parent, student, and adult service agency involvement in the transition process for secondary students with intellectual disability (ID). The NLTS 2012 is the third…

The fundamental intent of special education is to provide instruction to meet each child's unique needs. "Life Journey through Autism: Navigating the Special Education System" offers information, tools, and tips that will help parents become an even more effective advocate for their children. Many teachers, administrators, and school…

One of the key purposes of public education is to prepare young people to reach their full potential as independent adults and engaged citizens. This transition to adulthood may be especially challenging for youth with disabilities. Students enrolled in special education often need additional supports and coordinated planning to prepare for…

Educational and vocational rehabilitation programs both have key roles and responsibilities in improving post-school outcomes for students with disabilities. Both entities must be involved in creating opportunities for students to develop skills and knowledge to prepare for careers in the 21st Century. To help facilitate understanding and promote…

Each year, instead of living with a parent or legal guardian, thousands of students live on their own or reside with someone who serves as a caregiver. The caregiver may be a relative, friend, school employee, or other individual. Some caregivers provide little to no support for youth staying with them, while others, especially with younger…

An IEP is an Individualized Education Program. When a child is identified with a disability under the Individuals with Disabilities Education Act (IDEA) a child has a right to a Free, Appropriate, Public Education (FAPE). For a child to receive FAPE there has to be an IEP developed in order for the child to progress in the general education…

The primary mechanism for ensuring students with disabilities receive the right educational content and rigor at the right moment in their education is the individualized education program (IEP). This document, "Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities," details policy and…

Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer…

We examined the theoretical factor structure fit and psychometric properties of the "Transition Assessment and Goal Generator" (TAGG). In the first study, 349 transition-aged students with disabilities, their special educators, and family members completed TAGG assessments, and using exploratory factor analysis (EFA)/confirmatory factor…