Student career development is an important element of a high-quality career and technical education (CTE) program. Students enrolled in programs with high-quality career development activities are able to identify a personalized career plan related to their strengths, interests and abilities, and are informed about post high school education and…

All school districts have children attending who have special dietary needs due to a disability or a food allergy or intolerance. In order for these children to attend school, their dietary needs must be addressed since they are unable to eat meals prepared for the general student population. There is federal legislation which provides guidance…

The Individuals with Disabilities Education Act (IDEA) funds programs providing services designed to assist children with a range of delays and disabilities in achieving individualized developmental and functional goals. There are two types of programs. Part C Early Intervention is for children ages birth-2, and Part B Preschool is for children…

Legislation such as the Individuals with Disabilities Education Act, IDEA(2004), and No Child Left Behind, NCLB (2001) reference that paraprofessionals should be trained and supervised by a certificated teacher. Yet, many special education teachers feel that they are poorly prepared to manage the staff in their classroom. Inadequate teacher…

Anywhere from 40 to 68% of first-year students, over 1.7 million, enroll in at least one or more remedial or developmental course for reading, writing, or mathematics before being able to continue into the mainstream of college coursework (Barnett, 2018; Complete College America, 2016; Logue, 2018 WV HEPC Academic Readiness Report, 2019). An…

Assistive technology (AT) is not only beneficial for allowing children with disabilities access to their environment and the curriculum, it is also a required consideration in every IEP according to IDEA. AT is especially important in preschool years as young children are transitioning to public school and gaining valuable new skills. However,…

Higher education diversity, equity, and inclusion (DEI) initiatives have become an imperative for institutional change in an ever-changing pluralistic society. The impact of diversity on college campuses has come a long way since the Civil Rights Act of 1964 (Chang, 2005), but there is still needed work. Higher education institutions continue to…

There is a nationwide concern among students, parents, and educators regarding high school administrators' inequitable disciplinary practices and students with disabilities (SWD) policies in the U.S. The problem addressed in this study was that high school SWDs in a local Midwestern urban school district have higher rates of suspension from school…

In the past 40 years, performance funding has become a state policy reaction for the demand of transparency for public higher education institutions. State legislatures have adopted performance funding as a mechanism to hold public higher education accountable for student outcomes. States vary in the metrics they implement, the funding allocation…

During the 2022 legislative session, the Maryland state legislature passed the Early Childhood Development -- Child Care Scholarship Program -- Alterations and Study bill (Ch. 525 HB995/SB920). This bill required the Maryland State Department of Education (MSDE) to complete a study on several key factors of the legislation on or before December 1,…

In 1990, the Americans with Disabilities Act (ADA) was passed. It prohibits discrimination against individuals with disabilities. Institutions of higher education are included under Title III of the ADA,and as such are required to provide the same access to services and education to qualified individuals with disabilities as individuals without. A…

Background: Progress monitoring is a vital strategy for evaluating skill development of young children receiving disability related services. Few effective progress monitoring tools exist for infants and toddlers, and research is needed to examine feasibility as they become available. Objective: The current study examined the implementation of an…

Background/Context: In the spring of 2015, about 135,000 New Jersey students--almost 20% of the test-eligible children--did not take the state's test. Opposition of this magnitude directly contradicted a central stipulation of the federal No Child Left Behind Act of 2001 (NCLB), which required states to test 95% of their eligible students to…

The COVID-19 pandemic heightened tensions around standardized testing policy and prompted the United States Department of Education to allow states to request waivers from federal standardized testing requirements. Paul Bruno and Dan Goldhaber describe the waivers that states requested and received, what they suggest about how state test results…

Relationships between the 2015 Every Student Succeeds Act (ESSA), arts education, and Social Emotional Learning (SEL) have gone largely unexplored. The purpose of this article is to investigate how P-12 arts educators might use ESSA in support of new and existing SEL efforts and to examine how SEL might assist P-12 arts educators in meeting the…