Federal mandates require special education teachers to implement evidence-based practices (EBPs) to support student learning to the extent practical. There are 28 identified EBPs specifically designed for teaching students with autism spectrum disorder (ASD). Preparing special education teachers to implement EBPs with fidelity remains a challenge.…

Administrators face multiple challenges in effectively managing special education programs and services. These challenges include communication failures between stakeholders, inconsistency in implementing policies, difficulty in collaborating with multiple personnel throughout a district, and inefficiencies in implementing special education…

In order to effectively engage and be an advocate during the special education process, parents must be equipped with knowledge of the special education process as well as their rights. This article reports the results of a synthesis of published studies that explored, reported, or estimated parents' knowledge and understanding of the special…

Federal mandates require special education teachers to use instructional practices grounded in scientific research. Accordingly, the National Professional Development Center on Autism Spectrum Disorder (NPDC) identified 27 evidence-based practices specific to teaching students with autism spectrum disorder (ASD; Wong et al., 2014). Though these…

Retention of administrators is related to student achievement, but little is known about factors related to the retention of special education directors. The authors examine whether educational credentials, certifications, and number of years served are related to the number of years served as local education agency special education director.

As the follow-up to an earlier examination of the frequency and outcomes trends of published court decisions under the IDEA for P-12 students, this updated analysis covers the 25-year period ending on December 31, 2022. The frequency trend for the most recent 10 years reversed the upward trajectory of the previous 15 years. The outcomes trend for…

The number of students with disabilities educated in general education classrooms is increasing due to legislative mandates and the appreciation for the importance and positive impact of inclusion for all students (U.S. Department of Education, National Center for Education Statistics, 2019). In order to provide meaningful services to students…

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…

Funding for special education has traditionally focused on providing some form of equity for students identified as having a disability (Dragoo, 2018; Hargrove et al., 1983; Zettel & Ballard, 1979). However, the pressure to raise standards for all students led to questions of funding adequacy and efficiency (Baker, 2018; Hanushek, 2007).The…

Since little research on gender and special education leadership exists, the purpose of this phenomenological qualitative study was to understand the leadership experiences of eight women leaders of special education from diverse backgrounds. This study expanded the depth of research by including women administrators of special education building…

Educational leaders, including directors of special education (DSE), often lack the depth and breadth of knowledge, skills, and dispositions needed to effectively manage the nuanced needs of special education. It is critically important, both legally and morally, for DSEs to have skills and mindsets to be effective in their roles. It is imperative…

The field of special education has become increasingly interested in and concerned about the costs associated with delivering programs and services to students. Yet, to date, there has been relatively limited data on the costs or return on investment of special education services and preventive interventions. There is an opportunity to learn from…

The purpose of this study was to determine which states have policies about caseloads in special education and to examine the differences between those policies. Specifically, which states have policies about caseloads in special education? What are the specific details outlined by the policies? After examining the policies for each state and…

Limited research exists about transfer of rights conversations between students with intellectual and/or developmental disabilities, their parents, and educators within special education. Through key informant interviews with 14 experts in the field of transition and transfer of rights, the authors sought to understand the factors that influence…

The integration of Artificial Intelligence (AI) in special education holds promise for transformative changes in special educational leadership and pedagogical practices. Special education leaders play a pivotal role in leveraging AI to address diverse student needs, enhance instructional delivery, personalize learning experiences, and foster…