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…

Although special education legal knowledge is central to educating students with disabilities, how two critical school professionals--special educators and school principals--garner such knowledge is unclear. This study identified gaps in the professional training for special educators and school principals by examining professional standards and…

Principal effectiveness matters for student outcomes, and strong principal pipelines matter for principal effectiveness. School districts looking to invest in such principal pipelines can use this guide to find the most promising federal funding sources to support their work. Research shows benefits for students and schools from what have come to…

The United States has seen an increase focus in science education at the same time that more students with disabilities (SWDs) are educated in a general education classroom. Because of this, science teachers must know how to implement best practices of working with SWDs. However, many science teachers report they do not feel prepared for this.…

The Equity Coalition supports the right of students with disabilities to exercise choice as they explore their educational options; it is also essential that all school options uphold civil rights and ensure equitable access. In line with this commitment, the Equity Coalition proposes the following principles as a standard by which school options…

Spurred by the 1986 IDEA reauthorization, the movement toward collaborative, or blended, preservice early childhood personnel preparation now spans an impressive 30-year history. In this paper, we trace the evolution of blended preparation by applying a conceptual framework that situates the development of blended program identity within a…

As mandated by federal law, all students with a disability who qualify for special education and related services must be provided a free appropriate public education (FAPE). With ongoing changes to statutory definitions and legal interpretation of what constitutes a FAPE under the Individuals with Disabilities Education Act (IDEA, 2004), it can…

This article begins with a scenario depicting the difficulties encountered by a young student in the Douglas County School District in Castle Rock, Colorado, named Endrew (called Drew by his parents). This situation, which began at Drew's individualized education program (IEP) meeting at Summit Ridge Elementary School when he was in fourth grade,…

The Early Childhood Technical Assistance Center used a rigorous 2-year collaborative process to develop, test, and revise a conceptual framework for high-quality state early intervention (EI) and early childhood special education (ECSE) systems. The framework identifies six critical components of a state system and what constitutes quality in each…

The role of the principal is very complex. Principals are the leader of the building and all the education that occurs within its walls. Included in the responsibilities for principals is the education of students with disabilities. A principal needs to have solid, fundamental knowledge of the scope of special education and the processes used for…

Schools across the country are making plans for how to approach education in various combinations of distance and in-person learning for the foreseeable future given the realities of COVID-19. It is vitally important that equity for all students, including those with disabilities, is prioritized and planned for. The Individuals with Disabilities…

Thirty-five years ago, the U.S. Supreme Court announced its decision in "Rowley" (1982). The case, which was the first special education case to be heard by the Court, ruled on the question of what constituted Free Appropriate Public Education (FAPE) for students with disabilities under the Education for All Handicapped Children Act of…

Students now live at a time of instant access to cell phones, tablets, or computers, which open the door to exciting new ways of connecting, interacting, and learning. However, these new modes of communication also present new challenges for parents. Not only do parents have to help children and youth navigate in-person social situations, they…

Comprehensive measures of the quality of occupational therapy services are critical as the profession as a whole and school-based occupational therapy (SBOT) practitioners in particular examine and strengthen the depth and breadth of the body of knowledge and improve, measure, and advocate for the value of their service to students, families, and…

Co-teaching is a popular means to support students with disabilities in the general education classroom. However, despite its widespread use, there are no meta-analyses examining the effects of co-teaching on academic outcomes for secondary students that analyze both study quality (e.g., the Council for Exceptional Children's "Standards for…