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…

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…

The Individual with Disabilities Education Act (IDEA) mandates that a transition plan be in place for students with disabilities by the time they turn 16. This plan aims to facilitate the child's movement from high school "to post-school activities, including postsecondary education, vocational education, integrated employment (including…

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…

This article describes the results of a disabled children's childhood studies analysis of Section 1414 of the Individuals with Disabilities Education Act (2004), which outlines definitions and procedures related to evaluations, eligibility determinations, individualized education programs (IEP), and educational placements for disabled children in…

Students in the United States who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment.…

This mixed methods case study utilized institution theory, along with liberatory consciousness and DisCrit, to examine the ableist and racist ideologies about Black students with Individualized Education Plans (IEPs) perpetuated by the implementation of the Individuals with Disabilities Education Act (IDEA), particularly within a predominantly…

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…

For this 23rd article in the series reviewing recent court decisions concerning appropriate school psychology practice from both professional and legal perspectives, the topic is the substantive standard for free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA), with a focus on the classification of…

The COVID-19 pandemic placed stress on all aspects of the educational system. Many state departments of education acknowledged the disruption to individualized education program evaluation and implementation but insisted that evaluation timelines and services continue undisrupted. School psychologists were therefore forced to navigate the…

The 2015 reauthorization of the Elementary and Secondary Education Act placed a 1.0% cap on the participation of students with disabilities in the alternate assessment based on alternate academic achievement standards (AA-AAAS). U.S. Department of Education regulations clarified that states must develop participation guidelines and a definition of…

The purpose of this interview-based qualitative study was to explore how individualized education program (IEP) team members determine least restrictive environment and educational placement. The Individuals with Disabilities Education Act (IDEA) requires students with disabilities to be educated in the least restrictive environment and to the…

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…

As required by 20 U.S.C. 1407 and 34 C.F.R. § 300.199, the Ohio Department of Education is identifying in writing to local educational agencies and the United States Department of Education the state-imposed special education rules, regulations, and policies adopted by the State Board of Education that are not required by Part B of the Individuals…

With this position paper, we advance the case for reformation of U.S. special education law and praxis. These have undergone mostly incremental changes over the five decades since their inception despite a substantial body of evidence amassed over this period, which points to a major gap between extant policy and praxis, and contemporary cultural…