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The Impact of Pre-Employment Transition and Individualized Vocational Rehabilitation Services on Employment Outcomes for Youth with Disabilities
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Joshua P. Taylor; Holly N. Whittenburg; Lauren Avellone; Yazmin Castruita Rios; Sara Park; Marcus Poppen; Tim Tansey – Career Development and Transition for Exceptional Individuals, 2025
Despite increased attention by policymakers to improve postsecondary employment outcomes, rates of entry into the competitive workforce for transition-age youth with disabilities continue to lag behind those of their peers without disabilities. The passing of the U.S. Workforce Innovation and Opportunity Act of 2014 provided increased…
Descriptors: Vocational Rehabilitation, Individualized Programs, Disabilities, Youth Employment
Examining Long-Term Impacts of a Training Programme to Improve Quality of IEP Goals
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Salih Rakap; Serife Balikci; Sinan Kalkan; Heather Coleman; Burak Aydin; Emrah Gulboy – European Journal of Special Needs Education, 2025
High-quality IEP goals developed based on a comprehensive assessment of child functioning are more likely to result in individualisation of services and improved learning outcomes for students with disabilities. This study investigated the impact of a training programme on the quality of individualised education programme (IEP) goals written by…
Descriptors: Individualized Education Programs, Training, Program Effectiveness, Educational Objectives
My Reading Academy Boosts Learning Gains and Kindergarten Readiness for Pre-K Students with Special Learning Needs in Palm Beach County. Research Brief
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Hee Jin Bang; Eric Setoguchi – Age of Learning, Inc., 2025
In school year 2023-2024, the Early Learning Coalition of Palm Beach County (ELC PBC) led the deployment of "My Reading Academy" across the School District of Palm Beach County (SDPBC), across all privately operated 256 voluntary pre-k (VPK) sites and the SDPBC (public and private schools). In school year 2023-2024, pre-kindergarten…
Descriptors: Reading Programs, Program Effectiveness, Achievement Gains, Reading Achievement
Student Outcomes from Participation in the Mental Health Action Plan Pilot Program: A Case Study
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Malena A. Nygaard; Heather E. Ormiston – Psychology in the Schools, 2025
Since schools are an ideal setting for students to receive mental health services, Mental Health Action Plans (MHAPs) were developed to define and detail the ways in which student mental health needs can be addressed at school. Similar to Individualized Education Plans and 504 plans, MHAPs are individualized plans, grounded in person-centered care…
Descriptors: Mental Health Programs, School Health Services, Middle School Students, Individualized Education Programs
Effects of Having an IEP on the Reading Achievement of Students with Learning Disabilities and Speech or Language Impairments
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Adrienne D. Woods; Paul L. Morgan; Yangyang Wang; George Farkas; Marianne M. Hillemeier – Learning Disability Quarterly, 2025
The extent to which reading achievement is causally impacted by eligibility for special education services due to a learning disability (LD) or speech or language impairment (SLI) is currently unclear. In this registered report, we analyzed U.S. national data from the Early Childhood Longitudinal Study--Kindergarten Cohort of 2010-2011 (ECLS-K:…
Descriptors: Reading Achievement, Students with Disabilities, Learning Disabilities, Speech Impairments
A Qualitative Examination of Stakeholder Acceptability of COMPASS in an Australian School Context
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Abigail M. A. Love; Ru Ying Cai; Jennifer Stephenson; Emma Gallagher; Vicki Gibbs – Australasian Journal of Special and Inclusive Education, 2025
COMPASS is an educational intervention aimed at supporting individualised goal setting for students on the autism spectrum. Although its effectiveness is supported by quantitative data, little qualitative research has explored the perceived benefits and challenges of implementing COMPASS with community consultants. In the present qualitative…
Descriptors: Foreign Countries, Intervention, Goal Orientation, Attitudes
Bringing Inclusive Education through the 'White Board Project': A Study of Online Education during COVID-19 among the Special Educators in Kerala, India
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Vakkayil Ahalya; Syamili C. – Education and Information Technologies, 2025
COVID-19 triggered a worldwide shutdown of educational institutions, leading to the adoption of virtual modalities of learning to enforce social distancing in practice. This sudden transition has however posed considerable challenges for special educators tutoring students with special educational needs. This study investigates how effective…
Descriptors: Foreign Countries, COVID-19, Pandemics, School Closing
Development of a Transition Service Model for Autistic Students from Inclusive Primary to Secondary Schools: A Qualitative Study
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Sawitree Wongkittirungrueang; Tavee Cheausuwantavee – Journal of Social Studies Education Research, 2025
This paper presents the results of a study that explored stakeholders' perspectives on transition services for autistic students moving from primary to secondary school in Thailand and proposes a suitable transition model for use in inclusive schools. Qualitative methods were used to conduct indepth group interviews with 20 participants, including…
Descriptors: Transitional Programs, Students with Disabilities, Autism Spectrum Disorders, Elementary Secondary Education