Researchers have linked the promotion of skills associated with self-determination with positive school and post-school outcomes for students with disabilities, and there is an ongoing need to promote greater access to instruction that enhances student self-determination. To that end, curricula were developed that provide teachers with content and…

Throughout this practitioner-oriented paper, we provide a rationale, framework, and supporting materials to promote the development and implementation of personalized, contextualized, and holistic individualized education plans (IEPs) with a strength-based orientation. We believe that adopting strength-based IEP writing practices is vital to…

Teaching a skill within the highly controlled conditions of one setting and promoting the transfer of that skill to a less-structured setting may seem like an unattainable goal. Yet this is the challenge presented by many individualized education program (IEP) IEP objectives that involve generalization of a skill acquired in a resource room to be…

In contrast with professional norms and best practices, the legal requirements for functional behavioral assessments (FBAs) and behavior intervention plans (BIP) are meager in scope and specificity (Collins & Zirkel, 2017). Section 504 of the Rehabilitation Act (2017) makes no mention of FBAs or BIPs, and the Individuals with Disabilities…

In this paper, we will analyze the inclusive education policies and practices of a Province in Canada. Qualitative methods were used to analyze the planning of teaching and learning for students, with a focus on those with a Personalized Learning Plan (PLP). The process involved extended school and classroom observation, completion of…

The purpose of this study was to investigate the extent to which extracurricular activities are included in Individualized Education Programs (IEPs) of secondary age students with intellectual disability (ID). Student characteristics (grade, disability, use of augmentative and alternative communication) were examined to explore potential group…

Students with autism and intellectual disabilities experience many transitions during their schooling, and a large body of literature is devoted to best practices in transition planning and support. The Taxonomy for Transition Programming 2.0 is a research-based model that provides best practice suggestions to guide the planning of various…

Dramatic inquiry is an arts-based method for exploring curricular goals in real and fictional contexts created in the classroom. Students and teachers collaborate as they explore possible solutions to inquiry questions to make meaning. Dramatic inquiry promotes inclusion by encouraging the use of tools and multiple modes for demonstrating…

We acknowledge that some students with severe disabilities are not being taught in general education. We do not agree that inclusion in general education is inherently better, nor do we think it is always appropriate, and we provide some reasons that a full continuum of alternative placements is not only legally mandated but appropriate. We are…

Since the original passing of the Individuals with Disabilities Education Act in 1975, students with disabilities are required to have services that are individualized to meet their needs as documented in their Individual Education Program, or IEP. These documents can often be long and determining the implications for students in music classrooms…

The purpose of this guidance is to provide clarity to schools and districts regarding expectations and considerations for equitable learning opportunities for all students during this time of Continuous Learning. Equity starts with educators checking their assumptions and biases. Educators can review outgoing language, materials, images and…

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements,…

Legally coordinated transition plans have been the expectation since the Individual with Disabilities Education Act of 1990 (IDEA, 1990). Research is firm that parent participation and high expectations are evidence-based practices supporting improved outcomes in post-secondary environments (Mazzotti et al., 2016; Test, Mazzotti et al., 2009).…

This article is an examination of intersecting outcomes of deteriorating student mental health, disrupted socialization skills, declining preparatory academic performance, and the impact of traumatic domestic and global events on a diverse and digitally immersed Generation Z. The underlying and enduring organizational structure common to almost…

School instruction and service delivery changed dramatically amid disruptions caused by the COVID-19 pandemic. Children receiving special education services were especially vulnerable to the impact of reduced or eliminated school services as part of their Individualized Education Programs. Caregiver perspectives regarding the changes in school…