The aim of the study was to examine assistive technology (AT) use, elements teachers take into consideration when selecting AT, and barriers from the standpoint of teachers of students with severe intellectual and developmental disabilities. To answer the research questions, the researcher employed a sequential explanatory mixed-methods design. A…

Background: Children with severe developmental disabilities are frequently excluded from research, and little is known about their quality of life (QoL). Using a mixed-methods approach, this study examined relationships between school factors and QoL for these children and their families. Method: 171 parents of children with severe developmental…

The underrepresentation of individuals with profound autism (who require 24/7 access to care) in autism research has resulted in limited knowledge about their service needs and a lack of evidence-based practices tailored to those needs. This study explored caregiver perspectives on service needs, barriers to accessing care, and treatment…

Parents of school-aged children experienced an increased responsibility in their child's education when the COVID-19 pandemic shut schools in March 2020. The sudden school closure was very difficult for students with autism, who need predictability and routine in their daily life. The purpose of this study was to explore the experiences of parents…

Looking at Cape Henlopen School District as a whole, most students within the district are proficient in reading. When looking at data for young adults (18-22) with autism and other severe disabilities in the Sussex Consortium Life Skills Program, students were not proficient in reading. They could not read functional words within context. This…

The purpose of this study was to support the development of mathematics and self-determination skills of young adults with extensive support needs. Mathematical problem solving is a natural context for teaching two component skills of self-determination: self-monitoring and goal setting. Three young adults with extensive support needs (i.e.,…

The purpose of this study was to examine how secondary students with severe disabilities (i.e., severe intellectual disability or autism, multiple disabilities) participate in extracurricular school clubs. Using a qualitative multiple case design, the experiences of three high school students were examined. Data were collected through interviews,…

Paraeducators play an important role in the education of students with significant disabilities. They can best contribute to improving student outcomes when they are skilled in using evidence-based practices. Tiered training is a practical and promising solution for how teachers can train teams of paraeducators to use evidence-based practices.…

To better understand the existing research for teaching workplace social skills to individuals with severe disabilities, we conducted a systematic review of the literature across five databases between the years 1975 and 2020. This review examined study characteristics, intervention efficacy, and methodological soundness. We identified a total of…

Communication deficits are one of the core symptoms of autism spectrum disorder (ASD). As such, individuals diagnosed with ASD are often taught to communicate using augmentative and alternative communication (AAC) systems. One of the most commonly used AAC systems is the Picture Exchange Communication System® (PECS®). Despite the prevalent use of…

Children with severe motor and intellectual disabilities (CSMID) face challenges in the transition from childhood to adult life after graduation, including changing health conditions caused by the acceleration of secondary disabilities, transition from paediatric to adult health care, and transition to places where they spend time after graduation…

Many students with learning disabilities find it difficult to acquire basic reading skills. This is even more of a challenge for students who are non-vocal. The purpose of the present study was to pilot the use of Headsprout Early Reading© (HER©), an online reading programme, with four non-vocal students with a severe learning disability (SLD),…

For over 50 years, providing relevant and individualized instruction for students with significant cognitive disabilities (SSCD) has challenged school systems because of the heterogeneity of the population and the complicated nature of their learning characteristics, warranting the implementation of specific instruction using targeted,…

The purpose of this qualitative descriptive study was to explore K-12 administrators' descriptions of their instructional leadership of teachers serving students with severe disabilities in North Carolina. The principal instructional leadership framework, leader's framework for supporting new special educators, and self-efficacy theory were used…

The problem of this basic qualitative study was that students served in self-contained classes had limited access to the Individualized Education Program (IEP) process due to the rationed participation by parents and teachers (i.e., advocates), which may have been restraining students' ability to prepare for adult living expectations within their…