There is no research available describing how school Occupational Therapy practitioners (OTPs) in Western New York (WNY) provide services. The purpose of this study was to determine OTP practice patterns in WNY schools, with a focus on delivery of contextual services and the contributing factors, consistent with American Occupational Therapy…

The inclusive service delivery model is a philosophy of education that involves changing how educators address disability and provide educational services. Arkansas has recently developed a plan to implement inclusion whenever possible to better comply with the Individuals with Disabilities Education Act guidelines for students with disabilities.…

This case study delves into the complexities faced by Principal Williams, a newly appointed leader at Hudford Elementary School, as she navigates the challenges of providing high-quality education for students with disabilities in an elementary school. Under the Individuals with Disabilities Education Act (IDEA), each student with a disability is…

The Ohio "Operating Standards for the Education of Children with Disabilities" identify the state requirements and federal Part B Individuals with Disabilities Education Improvement Act (IDEA) requirements that apply to the implementation of special education and related services to students with disabilities by school districts, county…

Purpose: Administrative support and accurate perceptions are believed to facilitate the use of speech-language services that are integrated into the classroom (i.e., integrated classroom-based services [ICBS]). The purpose of this study was to compare elementary principals' and speech-language pathologists' (SLPs') perceptions of ICBS in three…

Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to…

The Individuals with Disabilities Education Act (IDEA) requires Individualized Education Programs (IEPs) be developed utilizing a team-based model. This study examined how speech-language pathologists (SLPs) make service delivery decisions for students with language disorders. Four hundred thirty-nine SLPs participated in a national online survey…

Occupational therapy practitioners working in school settings must articulate their distinct value in supporting student participation and educational performance. Using a systems-level practice, they weave their knowledge and skills as leaders at the district-, building-, classroom-, and student-levels to achieve "health, well-being, and…

This article synthesizes policy and intervention options for youth with disabilities based on recent reports from the National Academy of Sciences, Engineering, and Medicine and the Department of Labor Office of Disability Employment Policy. To frame findings from both reports, we utilize a life course approach. This approach is important as…

The COVID-19 outbreak caused abrupt disruptions to many domains of everyday life, including education. Educational disruptions may be compounded for students who require supports and services to participate. We surveyed parents of students with disabilities and chronic health conditions to understand the extent of service delivery disruption,…

When the novel coronavirus forced school buildings to close, causing a massive disruption in the delivery of these services, it exposed the extent to which schools function as an essential component of a comprehensive health system, particularly for children in low-income communities. In response to the closures, state and federal decision-makers…

With the advancement of healthcare initiatives and legislative mandates, occupational therapists are facing the demand of providing health promotion and prevention services to a variety of populations -- including students in public schools. In addition to these mandates, pioneers in the field of occupational therapy forecasted the importance of…

According to the Individuals with Disabilities Education Act every student that has a documented disability is required to have an individualized education program (IEP). The IEP comprises core areas, including physical education. The purpose of this article is to clarify 12 myths about physical education for students with disabilities and help…

Due to the Coronavirus Disease 2019 (COVID-19) pandemic, almost all school districts rapidly shifted to distance learning in spring of the 2019-2020 school year. This shift laid bare both the logistical and instructional challenges of distance learning, particularly for English learners and students with disabilities, both of whom have faced…

This brief provides an overview of state and district legal requirements related to disproportionality; addresses common pitfalls in policy, practices, and procedures; and discusses how to proactively structure policies and procedures in systems of service delivery to address disproportionality.