Justice-involved youth with intellectual and developmental disabilities (IDD) are at an increased risk of recidivism compared to their peers with and without disabilities. Due to the complexity and unique needs of youth with IDD served in the juvenile justice system, transition supports and services must be individualized and youth-centered…

Parent involvement in education has long been viewed as a pathway to increased student achievement. Although much research exists with regard to this topic, little examines this relationship specifically for students with disabilities in grades 1-5 despite being required by both the No Child Left Behind Act (NCLB) and the Individuals with…

Case management services under NYS PROMISE are provided by a robust and diverse network of case managers and family coaches. Case managers work predominantly with youth in the research demonstration sites, while family coaches work exclusively with the families of intervention group youth enrolled in NYS PROMISE through regional Parent Training…

The emergence of the standards-based reform movement has raised a number of issues related to the design of educational programs for students with severe disabilities, and a debate has arisen that presents an "either/or" choice between the general education curriculum and an ecological curricular framework that has traditionally guided…

Over the past two decades, community organizing has emerged as an effective force for school improvement. In the context of shrinking education funding, stubborn opportunity and achievement gaps between low-income and wealthy children and between children of color and White children, and polarizing debate on school reform, community organizing…

The National Longitudinal Transition Study-2 (NLTS2) is a 10-year-long study of the characteristics, experiences, and outcomes of a nationally representative sample of youth with disabilities who were 13 to 16 years old and receiving special education services in grade 7 or above, under the Individuals With Disabilities Education Act (IDEA) in the…

The relationship between functional or life skills curricula (the intervention) and transition-related outcomes for secondary-aged youth with disabilities is explored in this systematic review. A total of 50 studies intervening with 482 youth with (largely) disability labels of moderate to severe mental retardation were reviewed. The findings of…

Numerous studies show that employment, community participation, and postsecondary training rates of students with severe disabilities after leaving high school are the lowest of all disability categories and compare unfavorably to those of their peers without disabilities. In addition, outcomes generally do not improve as these students age. Certo…

Successful transition planning is a lifelong process in which the student, family members, friends, and professionals come together to develop and act upon a plan that will lead to a successful adult life. For this reason, transition planning has become a part of several federal laws. The most encompassing of these laws, the Individuals with…

The Kentucky System of Intervention (KSI) is a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, preschool through grade 12. The Kentucky Department of Education (KDE) has developed this guidance document to provide resources in planning and decision making as districts and…

Finding and hiring highly qualified candidates in today's education marketplace can be as frustrating and demanding as it is rewarding and satisfying. National projections suggest special education personnel shortages in the coming years may tax the ability of schools to provide services for children with disabilities. While teacher turnover rates…