Parent participation in the Individualized Education Program (IEP) process is a critical factor in improving the effectiveness of children's special education programs and services. However, many families, particularly those from culturally and linguistically diverse (CLD) backgrounds, are unfamiliar with the IEP process and their rights under…

The peer-reviewed special education literature has included notable attention to the peer-reviewed research (PRR) provision that the 2004 amendments added to the Individuals with Disabilities Education Act (IDEA). However, as with the other IDEA issues, the legal accuracy of this translating treatment for special education professionals is subject…

Students with learning disabilities (LD) benefit from individualized transition services that address their strengths and assets. This article provides three steps to facilitate strengths-based transition planning: (a) independent and guided reflection, (b) assessment, and (c) alignment of strengths to each component of the transition plan. Sample…

Despite the long-term negative outcomes associated with restraining and secluding students, these practices are frequently used in schools, with disproportionate use on students with disabilities. Based on recent guidance from the U.S. Justice Department's Civil Rights Division, misusing these practices violates student rights under the Americans…

Students with emotional and behavioral disorders (EBD) may benefit from specific instruction on ways to prepare for and participate in their own Individualized Education Program (IEP) meetings. In this article, we describe the application of a research-based self-directed IEP process that can be used by educators to effectively foster…

In response to the growing demand for special education teachers, St. Vrain Valley Schools district established the Special Education Alternative Licensure Cohort in 2019. This article discusses this induction and mentorship program, tailored specifically to support new alternative and temporary license special education teachers. The program has…

This Research Note discusses research on class size reduction (CSR). The research on CSR is not definitive but a contested, ongoing debate. The research on CSR has been severely limited by the singular focus on student academic performance, although some studies have sought to expand the conversation by focusing on the impact of CSR on teaching…

Family-educator collaboration results in enhanced outcomes among educators, families, and, most importantly, students with disabilities. Collaboration of this nature, however, does not always occur for many reasons, including tension that arises when family and educator microcultures differ and result in communication breakdowns. Reflexivity is…

Nearly 31% of U.S. school-age students labeled emotional disturbance spend most of their school day in self-contained classrooms. Thus, it is critical for district leaders to understand how to support educators' capacity to provide effective services for students with significant behavior-support needs. We overview how district leaders can…

This manuscript offers an approach to secure needed SBMHS for students with disabilities through unique applications within the IEP development process, informed by an analysis of recent case law. We will discuss six components of this approach. First, the need for SBMHS must be established through evaluation data. Data sources to confirm the need…

It is important for educators to collect accurate information on the academic performance of students with the most significant cognitive disabilities who may be assessed with an Alternate Assessment Aligned with Alternate Academic Achievement Standards (AA-AAAS) to inform decisions about resources, programs, instruction, and individualized…

A transition-aged youth with an individualized education program has the right to free, appropriate public education that includes postsecondary transition planning and services. The documented transition supports need to meet both procedural and substantive requirements. While many court cases have included transition components, few have been…

A transition-age youth with an Individualized Education Program (IEP) has the right to a free, appropriate public education that includes postsecondary transition planning and services. Because students with emotional-behavioral disorders (EBD) experience adverse outcomes during and after high school, they may benefit from a transition-focused…

There is a nationwide shortage of special education teachers (SETs) due, in part, to unmanageable workload expectations, which has reached crisis level. SETs are expected to modify, adapt, and accommodate general education curriculum to meet the needs of their students, communicate and collaborate with parents and general education teachers, and…

It is important for educators to collect accurate information on the academic performance of students with the most significant cognitive disabilities who may be assessed with an Alternate Assessment Aligned with Alternate Academic Achievement Standards (AA-AAAS) to inform decisions about resources, programs, instruction, and individualized…