The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning…

In response to the Individuals with Disabilities Education Improvement Act Amendments of 2004 (IDEIA 2004), states have implemented Response to Intervention (RtI) programs, which increase the demands that are placed on the knowledge base and skills of general education teachers. RtI is a multi-tiered model that requires teachers to apply…

The majority of physical education teacher education (PETE) programs include some form of adapted physical education (APE) training for preservice teachers; yet PETE candidates report feeling underprepared to teach individuals with disabilities. The number of students with disabilities included in general education continues to grow, in accordance…

In light of COVID-19, school divisions across the country closed their doors and shifted to remote instruction. In Virginia, little guidance was provided to assist educators and teacher educators with making this transition, particularly for students with individualized education programs (IEPs). In May of 2020, researchers surveyed Virginia…

In the United States increasingly more children are being identified as needing special services. Teachers are usually the first to identify children in need of such services and refer those children for evaluation. Due to the fact that more of these children are being included in the regular classroom environment, it is imperative for teachers to…

The purpose of this study was to examine and explain the quality of teacher supervision of paraprofessionals. The researcher analyzed (a) pre-service and in-service supervisory training received by teachers who supervised paraprofessionals, (b) teacher knowledge of supervisory practices, (c) teacher supervisory practices applied to supervision,…

With many states moving toward increased accountability for all teachers, special educators, who have long been held accountable through the implementation of individualized education programs and the use of evidence-based practices, have much to offer. Formative instructional practices are evidence-based techniques that are familiar to special…

The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004) continues to mandate that behavior interventions and behavior supports be monitored for proper implementation, and data gathered to prove implementation fidelity and student outcomes. The current implementation of behavior support plans (BSPs) is another type of…

In this study, the authors represent an exploratory investigation of current preparation of preservice teachers related to response to intervention (RTI) in institutions of higher education (IHEs) in the Office of Special Education Program (OSEP) Regional Resource and Federal Centers (RRFCs) North Central Region and Pennsylvania. In this study,…

The purpose of this study was to examine elementary teachers' perceptions of the effectiveness of Response to Intervention (RTI) and Teacher Support Team (TST) within a Mississippi Gulf Coast school district. RTI models have gained popularity within the national education system. Schools are encouraged to implement RTI in efforts to improve the…

Due to the prevalence of ADHD, there is a need for early intervention at the preschool level to improve children's chance of academic success in later years. Yet few preschool teachers are trained to meet the challenges children with ADHD present. This paper gives a rationale and curriculum for teacher training in ADHD, with an emphasis on Social…

The need for more collaboration and co-teaching emerged from the standards-based and accountability movement as a result of legislation such as the No Child Left Behind (NCLB) and Individuals with Disabilities Education Improvement Act (IDEIA). This study sought to identify the skill sets perceived as necessary by elementary general and…

Assistive Technology (AT) is specifically addressed in the most recent reauthorization of IDEA, the Individuals with Disabilities Education Improvement Act (2004). The law insures that assistive devices and services are available for students with disabilities to help them access their environment at home, school, and in the work place. Therefore,…

More than a decade has passed since the National Research Council described the common elements of effective educational programs for young children with autism. Since that time, few studies have attempted to understand the mechanisms of change and factors affecting the effectiveness of research supported interventions implemented in community…

The purpose of this case study was to determine teachers' rationales for assigning students with mild disabilities to alternate assessment based on alternate achievement standards (AA-AAS). In interviews, special educators stated that their primary considerations in making the assignments were low academic performance, student use of extended…