Alternate assessments aligned to alternate academic achievement standards (AA-AAAS) are designed and implemented for students with the most significant cognitive disabilities. Historically, these assessments have been described as reflecting reduced "depth," "breadth," and "complexity." Yet, the meaning of these terms…

Students use Veterans Affairs educational benefits infrequently, but they may be of interest to college programs as well as to students who are dependents of veterans. This brief provides basic information and resources that students and programs can use to take advantage of VA funding opportunities. VA funding opportunities vary from state to…

The assessment of Intellectual Disability (ID) under the Individuals With Disabilities Education Improvement Act 2004 (IDEIA; Public Law 108-446, 2004) requires the measurement of both intelligence and adaptive behavior (i.e., conceptual, social, and practical skills). This study expands past research by examining current state special education…

For over 50 years, providing relevant and individualized instruction for students with significant cognitive disabilities (SSCD) has challenged school systems because of the heterogeneity of the population and the complicated nature of their learning characteristics, warranting the implementation of specific instruction using targeted,…

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…

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…

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…

Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new…

Students who have been identified as having an Intellectual Disability (ID) face challenges regarding their placements in accordance with IDEA. This study investigated general education teachers' attitudes, beliefs, and perceptions of preparedness to having students with intellectual disabilities in the general education inclusion classroom. This…

The purpose of this collective case study was to understand how special education teachers interpret and navigate the concept of the least restrictive environment (LRE) standard in providing educational support for students with intellectual disabilities and autism. The guiding theories for this study were behaviorism and social cognitive theory.…

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…

This Insight Brief discusses how students with intellectual disability can utilize federal financial aid to help pay for college. This publication is updated annually to reflect current legislation and policy related to federal financial aid for students with intellectual disabilities. The information provided is current as of January 2023.

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…

The U.S. Department of Education (Department) is committed to ensuring that students and youth with disabilities are held to high expectations and have the resources and supports needed to expand their learning opportunities and prepare them for success in postsecondary education and competitive integrated employment (CIE). In the 2019-2020…

Adults with intellectual and developmental disabilities (IDD) experience lower levels of physical activity in comparison to the general population. While many factors contribute to this disparity, expanding appropriate and accessible programming in settings frequented by adults with IDD deserves attention. One such setting is post-secondary…