Students with an intellectual disability encounter challenges throughout their educational journey and as they transition to adulthood. Securing and maintaining competitive employment for individuals with an intellectual disability is harder for them than for their non-disabled peers. The problem addressed in this qualitative, phenomenological…

This qualitative study examined the experiences of parents who sought inclusive education for their children with intellectual disabilities or extensive support needs. Data were collected from 33 participants in the form of narratives that emerged through semi-structured interviews and analyzed using a phenomenological methodology. Findings…

Research supports the benefits of inclusive education for all students, including those with intellectual and developmental disabilities (IDD). Additionally, educators are supportive of the idea of including students with IDD in general education classrooms. However, they report many barriers to doing so, including a lack of a systematic process…

Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student's IEP program (IDEA, 2004), a bulk of empirical research demonstrates the positive impact of…

This mixed methods study on postsecondary outcomes for individuals with disabilities focused on the experiences of young adults with intellectual and developmental disabilities (IDD) and significant disabilities from their perspective. The research questions include understanding their overall quality of life (QOL), the supports, services, and…

Background/Context: Federal laws require equitable access to education for students with disabilities through educational placement in the least restrictive environment (LRE). However, research has determined students with significant support needs (SSN) are overrepresented in segregated educational placements. Focus of Study: This study explores…

Research is needed to better understand the academic instruction needs of students with significant cognitive disabilities who are English learners and the classroom practices of their teachers. In this qualitative study, we interviewed 10 teachers to learn how they identify and meet the unique needs of this student subpopulation. Our findings…

Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student's individualized education program (IEP) program (IDEA, 2004), a bulk of empirical research…

The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils--most of whom have profound intellectual and multiple disabilities (PIMD)--who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting…

In this brief, the perspectives of special education administrators from Massachusetts and Indiana, who have been engaged in college-based transition services (CBTS), are shared. It summarizes the conversations they had during a fall 2019 Think College webinar and a follow-up discussion in summer 2020. Each administrator has had extensive…

The purpose of this qualitative study was to examine parents' perspectives and experiences of special education, including the degree to which decisions about their child's education were implemented as they had agreed upon with the school personnel. Additionally, a secondary purpose of this study was to understand how parents explain why school…

Special education teachers' perceptions towards community-based vocational instruction (CBVI) are critical for effective implementation of related activities for students with intellectual disability (ID). This paper examines special education teachers' perceptions towards CBVI in preparing secondary students with ID for postschool employment in…

Postsecondary transition plans and services include domains such as independent living, postsecondary employment, and postsecondary education and have positive lifelong benefits for students with intellectual disabilities (ID). School psychologists have much to contribute to the transition process, but previous studies have indicated they often…

This special education reopening guidance has been developed as a companion resource to "Reopening Washington Schools 2020: District Planning Guide" (ED606044) to provide information and resources for supporting students with disabilities throughout the school reopening process. The intent of this document is to offer guidance for all…

It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…