Response to Intervention (RtI) has been heralded as having significant promise for improving outcomes, reducing disproportional placement in special education, and making education more culturally responsive for culturally and linguistically diverse (CLD) youth. This article reviews the major recent empirical and qualitative research findings with…

Over the past decade, school psychologists' role in facilitating the transition from high school to college for students with disabilities has become increasingly complex. Practitioners are faced with the difficult task of navigating the conspicuous disconnect between disability eligibility criteria at the secondary and postsecondary levels…

Parental involvement and parent-school-community partnerships receive wide acclaim for making a positive difference in the educational and transition outcomes for youth with and without disabilities. Although the impact of parental involvement in education remains undisputed, secondary education traditionally emphasizes the emerging adult…

The objective of this exploratory study was to examine the curricular practices of teachers in Israel as a result of the mandate to include children with special educational needs. It is based on the understanding that curriculum is at the core of education. As inclusive education has become more prevalent, the curriculum perspective has gained…

Individuals with Disabilities Education Improvement Act (IDEIA, 2004) mandates that each student with a disability has an individualized education program (IEP). The IEP serves as the curriculum roadmap for special education services. In order to generate a clear roadmap, full team communication is necessary. The purpose of this paper is to…

Assessment of students with disabilities is a critical component of special education. In addition to the complexity of assessment (e.g., high-stakes assessments, progress monitoring, diagnosis), the issue is complicated further by the use of acronyms. This can make both explaining and understanding important information related to students very…

Hunt and McDonnell have provided an excellent overview of one of the most important aspects of planning for students with severe disabilities--an ecological curricular framework that is created with input from the student, family, and needs of current and future environments. The standards-based reform-movement has created tension for educators to…

The purpose of this study was to investigate the quality of Individualized Education Programs (IEPs) and its influence on academic achievement, inclusion in general education classrooms, and curricular access for students with disabilities. 130 teachers from the state of Indiana were asked to submit the most recent IEP of one of their students in…

Although standards-based IEP goals have been mandated in many states for almost a decade, their effectiveness is unknown. Standards-based IEP goals were first created to meet the requirements of No Child Left Behind and Individuals with Disabilities Education Improvement Act, which increased accountability for all students as well as those with…

Hundreds of thousands of children and youth with disabilities across the country are receiving secondary transition services. Secondary transition is the process of preparing students with disabilities for life after they leave high school, including participation in post-secondary education or training, employment and independent living.…

This study provides the first systematic examination of the status of reading performance among incarcerated youth since the 1978 Project READ report. The purpose of this study was to provide a contemporary depiction of reading skills of a large sample of incarcerated youth, and to provide leaders and administrators with some tangible…

The assessment participation of students with disabilities is now an important part of students' education and educational decision-making. While much attention has been paid to the participation of students with significant intellectual disability, little research exists regarding the extent to which students with mild intellectual disability…

The history of special education in the United States and Thailand has followed a similar path in many ways. Both countries made compulsory education mandatory to move in a positive direction in providing special education services to children with disabilities including the provision of services for children with ASD or Autism. In Thailand,…

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,…

Over 6.5 million youth and their families are eligible for early intervention or special education services (Data Accountability Center, 2011) under the Individuals with Disabilities Education Act of 2004 (IDEA). The principal mechanism by which goals, objectives, services, and placements are determined for Part B of the IDEA are Individualized…