Individual education programs (IEPs) are the cornerstone of special education programs. The persistence of poor in- and post-school outcomes for students with significant disabilities highlights the importance of developing well-designed IEPs to address their multifaceted needs. We conducted a content analysis of IEPs for 150 high school students…

This publication shares findings from a secondary analysis of the National Longitudinal Transition Study (NLTS) 2012 dataset, looking specifically at parent expectations for students with intellectual disability and autism and compared them to those of students in other disability groups. Specifically, parent expectations around living and…

Employment is one of the most significant markers of independence and success for a person. One's ability to secure and maintain employment in a paid position can have a significant impact on their overall quality of life, community participation, financial self-sufficiency, and pathway to a long-lasting career. Unfortunately, the paid employment…

This study used longitudinal special education record data from a large urban southwestern U.S. school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools (N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms (n = 10,658), 9% of…

Postsecondary programs for students with intellectual disabilities or neurological and autism spectrum disorders require access to vocational training, continuing education, independent living opportunities, and community participation as defined by the Individuals with Disabilities Act of 2004 (U.S. Department of Education, 2020). According to…