Inclusion is central to work in early intervention and early childhood special education (EI/ECSE) and reflected in the core beliefs and recommended practices of the field (Division for Early Childhood [DEC], 2014). Inclusion, according to the joint statement of the DEC and the National Association for the Education of Young Children (2009), means…

DIY is often viewed as a core element of punk, an aspect that enabled activism against an assumed authority and power (Guerra, 2018; Martin-Iverson, 2017). It is therefore often lauded as a means of engaging with/utilising punk in a pedagogical sense (Bestley, 2017; Cordova, 2016). It should be capable of working in tandem with education in…

Although supportive work-life initiatives have advanced in recent years, existing literature shows inconsistent outcomes regarding the adoption and effectiveness of these initiatives. In this conceptual paper, we aim to highlight that an individual's ability to freely negotiate and decide how to manage the relationships between their paid work and…

To sensitize individuals, organizations, and communities to the sociostructural barriers individuals with disabilities face, Mace et al. (1997) advanced seven principles of universal design (as cited by the Center for Excellence in Universal Design, n.d.). Each principle provides guidance on how spaces, products, and services can be developed or…

Although there are many transitions that occur in a young person's life, transition from high school to adulthood can be one of the most challenging. This transition requires autonomy and decision-making skills. To support youth in having positive outcomes after high school, it is imperative for teachers to have strategies to guide students in…

There are 240 million children with disabilities in the world; half of them are out of school. Many are invisible, stigmatized, hidden by their families and abandoned by their governments. Children with disabilities, especially in humanitarian settings, are among the poorest members of the population and one of the most marginalized and excluded…

The National Technical Assistance Center on Transition (NTACT) creates, organizes, and disseminates information to help districts, schools, and teachers support students with disabilities in order to help them achieve positive in-school and post-school outcomes. The NTACT website contains resources to assist practitioners in implementing quality…

Part C (Infants and Toddlers with Disabilities) of the Individuals with Disabilities Education Act (IDEA, P.L. 108-446) authorizes a formula grant program for infants and toddlers with disabilities (ages birth through two) and their families. A general purpose of these grants is to aid states in developing and implementing "a statewide,…

Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching…

Evidence based reading instruction and intervention are essential for students with disabilities. The authors recommend that elementary special education teachers emphasize both code-based and meaning-based skills as part of delivering intensive reading interventions, including providing explicit and systematic decoding and vocabulary instruction.…

This manual was designed primarily for use by people with disabilities. The hope is that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with disabilities. The focus of this manual is to provide easy-to-read information about available resources, and to provide immediate…

This 2016 document is designed to provide state Part C staff with guidance on using fiscal data to analyze and revise their allocation methodology. Allocation methodology is the process -- including practices, strategies, procedures, and policies -- used by Part C state staff to equitably distribute funds to meet the needs of the system, including…

Numerous scholars have suggested that the standard knowledge base of the field of special education is not a suitable intellectual foundation for the development of research, policy, and practice in the field of inclusive education. Still, we have yet to have a dialogue on what conceptual foundations may be most generative for the growth and…

English learners (ELs) are among the fastest-growing populations of students in our nation's public schools. This diverse subgroup of approximately 4.5 million students brings important cultural and linguistic assets to the public education system, but also faces a greater likelihood of lower graduation rates, academic achievement, and college…

Competitive integrated employment is defined within the Workforce Innovation and Opportunity Act (WIOA, 2014) as full-time or part-time work at minimum wage or higher, with wages and benefits similar to those without disabilities performing the same work, and fully integrated with coworkers without disabilities. The Act requires that states ensure…