This report presents the findings of a survey of states that examined the policies, practices, and procedures State Education Agencies (SEAs) used to monitor IEPs for participation decision making in alternate assessments based on alternate academic achievement standards (AA-AAAS). It is imperative that only students with the most significant…

Recent estimates show nearly 90% of school districts nationwide offer some form of online credit recovery. Despite its widespread adoption, there is a dearth of research surrounding the suitability of online credit recovery for students. This study examined potential success factors of students enrolled in virtual recovery courses in a school…

As mandated by federal law, all students with a disability who qualify for special education and related services must be provided a free appropriate public education (FAPE). With ongoing changes to statutory definitions and legal interpretation of what constitutes a FAPE under the Individuals with Disabilities Education Act (IDEA, 2004), it can…

Research about Individualized Education Program (IEP) meeting outcomes indicates special educators are unprepared and uncertain about practices designed to encourage meaningful IEP team participation. In response to these challenges, we crafted a simulated IEP (SIEP) project for preservice special education teachers as part of their licensure…

One-on-one and program-based special education paraprofessionals are often used to support students with disabilities across school settings. While paraprofessionals may have the best of intentions, their proximity and the support they provide may prevent students with disabilities from fully accessing educational and social opportunities. To…

Mental health challenges are common among children, and can interfere with learning and adjustment to school. Although early intervention is crucial and the family-school partnership plays an integral role in the development and implementation of individual education plans (IEPs), there are few supports to assist families in navigating this…

Students with disabilities (SWDs) continue to experience rates of high school dropout greater than students not receiving special education services. Furthermore, there is a persistent gap in the rates of high school completion among students with and without disabilities. While criticized for lowering standards and learning, online learning…

This study draws upon data gathered from five parents who have children with Down syndrome (DS), being educated in mainstream settings in England. The parental perspective of practices, both inclusive and otherwise, is explored through a qualitative lens. Findings suggest that early intervention, such as portage, is important. However, access to…

Effective collaboration is associated with positive outcomes for students and is a key component of equitable educational opportunities. There are challenges to effective collaboration, however, as our understanding of it differs based on the various definitions in the literature. The purpose of this systematic review is to identify the common…

Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about…

Adolescents with disabilities experience co-occurring mental health needs at higher rates than their peers without disabilities (Blake, 2017; Milligan et al., 2015; Poppen et al., 2016; Thornton et al., 2017). Mental health needs often become more prominent as individuals with disabilities transition from childhood to adolescence (White et al.,…

Traditional literacy practices using print-based texts exclude students with complex support needs from the full range of literacy activities provided to peers without disabilities, which may limit them to low-level literacy skills or functional skills. By contrast, by including various forms of representation and text, multiliteracies are…

Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to…

The success of all school-age children relies heavily on active engagement between caregivers and school communities (Francis et al., 2016). Meaningful parent-school partnerships involve reciprocal relationships that build on each other's expertise and are based on good communication, professional competence, advocacy, commitment, equality, and…

Refugee families who have children with disabilities encounter numerous systemic barriers that impact their opportunities to partner with schools and special educators. This study explored early childhood special education and elementary special education teachers use of culturally responsive family-professional partnership practices with refugee…