To provide a missing piece to the legal foundation of professional development and practice for the individualized education program (IEP) process, the authors report the results of a comprehensive systematic analysis of court decisions specific to IEP-related procedural violations after the 2004 amendments of the Individuals With Disabilities…

Media literacy and special education communities have largely ignored the impact of digital media useonspecial education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for…

Inadequate transition outcomes for youth with disabilities have produced a call for enhanced transition service delivery that includes implementation of evidence-based practices (EBPs). However, research indicates transition service providers still lack the knowledge and skills to effectively implement EBPs to ensure youth with disabilities…

In this article, the author proposes that students who led their Individual Education Program (IEP) meetings were better informed about their own disabilities, rights, and accommodations, and that the act of leading the meeting resulted in improved self-advocacy and self-confidence. Also, in understanding their list of accommodations and…

This paper begins with examining the origins of Individual Educational Plans, before taking a critical approach to the concept, to highlight the shortcomings and flaws that can now be found with the concept. The call is made to move toward Personalised Planning models, which will have a greater impact on pupil outcomes, before reporting on how the…

An in-depth literature review was conducted to identify the skills, behaviors, expectations, and experiences (SBEEs) associated with employment, further education, and independent living for students with significant cognitive disabilities following high school. Analysis of 53 quantitative and qualitative studies identified 103 specific SBEEs…

Students with moderate to severe disabilities benefit most when interdisciplinary teams collaborate to deliver individualized instruction, supports and services. This research study seeks to capture a description of education specialists' collaborative experiences working with interdisciplinary teams composed of speech language pathologists,…

While the COVID-19 pandemic has impacted all families and communities, it has particularly devastated students of color, students from low-income families, English learners, youth in foster care, unhoused students, students with disabilities, and other historically marginalized children and youth. The pandemic has exposed and exacerbated…

California Senate Bill 74, Budget Act of 2020, required the California Department of Education (CDE) to conduct a study to examine the state's current governance and accountability structures that support California students with an individualized education program (IEP). The study was intended to focus on the end goals of improving outcomes for…

This report presents the findings of a study aimed to address the gap between policy and practice for speech-language pathologists (SLPs) who serve students identified with a speech-language impairment, including other co-existing disabilities. The following research questions were addressed: (1) What factors influence how SLPs make accessibility…

This National Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by Head Start, Early Head Start, and Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start.…

The No Child Left Behind Act of 2001 mandated that states implement standards and test-based accountability systems. In theory, local educators are free to select the means for teaching the standards so long as students achieve a predetermined proficiency level on the exams. What is unclear, however, is how this theory plays out in schools…

The purpose of this study was to evaluate the effectiveness of individualized interventions for young children with persistent challenging behavior. Three children between the ages of 4 and 5 years participated in the study. For each child, target activities and target behaviors were identified. Multicomponent interventions were developed that…

Professionals serving students with autism spectrum disorders (ASD) in inclusive classroom settings face the challenge of selecting and successfully implementing evidence-based intervention strategies. Many propose that Intensive Behavioral Treatment (IBT) is the most efficacious approach for learners with ASD. Evidence for this approach is often…

Accommodations are intended to address student academic and behavioral deficits by reducing obstacles that impede learning and accurately measuring skills. There is limited research, however, pertaining to the types of accommodations students receive and their selection, particularly among those with emotional and behavioral problems. This is a…