The majority of students with exceptional needs receive most of their formal education in general education or inclusive classrooms. These students often need a variety of accommodations to ensure their success with the general education curriculum. The purpose of this article is to explore accommodation approaches and strategies for teaching…

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse is an essential member of a multidisciplinary education team that identifies, evaluates, and monitors students who may be eligible for services through the Individuals with Disabilities Education Improvement Act (IDEIA; 2004) or…

The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 requires that all students with disabilities participate and progress in the general education curriculum. Although IDEA requires individualized education program (IEP) teams to include academic and life skills goals in a students' as necessary to meet their individual…

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…

Work-based learning experiences (WBLEs) provide students with opportunities to learn about careers and gain work skills required for post-school employment. WBLEs may be especially important for students with extensive support needs (ESN) who often struggle to access competitive, integrated employment after graduation. The purpose of this study…

A transition-age youth with an Individualized Education Program (IEP) has the right to a free, appropriate public education that includes postsecondary transition planning and services. Because students with emotional-behavioral disorders (EBD) experience adverse outcomes during and after high school, they may benefit from a transition-focused…

This article presents a structured blueprint for school psychologists to assess and intervene in cases of automatically maintained self-injurious behavior (SIB) while adhering to the Least Restrictive Environment (LRE) mandate. We outline a six-step process for conducting Functional Behavior Assessments (FBAs) of automatically maintained SIB,…

Sixty-three Woodcock-Johnson IV Tests of Achievement protocols, administered by 26 school psychology trainees, were examined to determine the frequency of examiner errors. Errors were noted on all protocols and ranged from 8 to 150 per administration. Critical (e.g., start, stop, and calculation) errors were noted on roughly 97% of protocols.…

Physical and mechanical restraints and seclusion are currently used as emergency procedures in public schools across the United States. Students who exhibit dangerous, aggressive, or self-injurious behaviors are more likely to be restrained or secluded in school. Since many students with autism spectrum disorder exhibit one or more of these…

The Individuals with Disabilities Education Improvement Act (IDEIA) and the No Child Left Behind Act (NCLB) require teachers to use evidence-based practices (EBPs) with students with disabilities. Knowledge of EBPs can improve student outcomes and requires training and practice for successful implementation. Teachers have reported a lack of…

Students with disabilities continue to lag behind their peers without disabilities in the area of post-school success. This study qualitatively analyzed individual responses from 6 years of post-school outcomes survey data in one state to identify positive experiences said to help students reach their post-school goals. Respondents reported nine…

Multi-tiered Systems of Support (MTSS) is an outgrowth of Response to Intervention (RtI). The various systems of support for students and school communities provided through these programs are integral to modern education and embedded in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. While there are many benefits to…

Due process hearings are an established parental right and procedural safeguard as part of the Individuals with Disabilities Education Act (2004) in resolving conflict. This process was created to ensure conflict resolution efforts have inherent challenges for school districts in how they respond to individual complaints while they continue to…

This study examines federal law IDEIA and its four purposes. This research aims to understand better this federal law's purpose and what it is supposed to do. The researcher examined her own experiences with special education and other families' experiences across the United States. Within these personal stories are both negative and positive…

When exploring the education of students with disabilities, it is important to consider policy implementation as a contributing factor in the progress and outcomes of those students. Federal special education policies promote equity by providing individualized support, enhancing opportunities, and enabling maximum participation in general…