The Individuals With Disabilities Education Act requires schools to conduct a manifestation determination (MD) meeting when suspending students with disabilities for more than 10 days. The MD procedure is intended to safeguard educational access by providing a process to determine if a student's disability is related to the suspending behavior. An…

Inclusion of students with special education needs (SEN) and especially autism spectrum disorder (ASD) into general education curricula is a challenging practice. In recent years, the practice of inclusion has been expanding within the international school community. Outside of the United States, the process of inclusion is developing rapidly due…

Utilizing effective data collection methods to track student progress on Individual Education Program (IEP) goals is essential to quality programming and meeting each student's specific needs. This study surveyed special education teachers in four midwestern states to understand IEP data collection methods and assessment training. Results…

While there has been considerable research on students with special educational needs and their parents' participation at individual subject curriculum (ISC) meetings at school, less attention has been paid to their perception of the dialogue between students and professionals. The aim of this study has been to investigate whether the dialogue…

Differences in perceptions of disability between students and administrators can play a role in youth's educational experience. This study used data from a cluster randomized controlled trial (C-RCT) of the Self-Determined Learning Model of Instruction (SDLMI) to first compare student self-report of disability status to matched administrative data…

This study explored the intersections of disability, race, sexual orientation, and gender on peer victimization, suicidal ideation, and school connectedness. Participants were 11,353 high school students ages 14 to 18 years (MD =15.88, SD = 1.20). Of these individuals, 1,640 students self-identified as either having an Individualized Education…

When parents of students with disabilities reach impasse with school districts, after exhausting informal interactions and alternative dispute resolution mechanisms, such as facilitated IEP meetings and mediation, what is the next step if they seek a binding third-party decision under the IDEA? The typical answer, especially if the underlying…

Physical education (PE) has long been neglected throughout the individualized education programme (IEP) process. Parents often feel unprepared to advocate for PE services within the IEP process. Aim: Thus, the purpose of this study was to outline the development of an advocacy checklist to help parents address PE within the IEP process and to…

Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of…

In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level-3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has…

The American School Counselor Association (ASCA) requires that school counselors engage with and advocate for students with emotional and behavioral disorders (EBD), in addition to requiring competency in counseling culturally and linguistically diverse (CLD) students. However, few publications have called for increased attention to the…

Social policies can be well-intentioned but ineffective in achieving what is intended. They can be undermined or destroyed by their exaggerated or oversimplified caricatures with a single, narrow focus. Caricatures may result in the opposite of the original intent of more carefully crafted variants. Institutionalization and deinstitutionalization…

School psychologists often play a significant role in implementation of the requirements under the Individuals with Disabilities Education Act (IDEA) specific to independent educational evaluations (IEEs). The school psychology and special education literature addresses professional norms for IEEs (e.g., Schrank et al., 2006), but its coverage of…

College and career readiness has emerged as a focus for school districts as they consider how to best prepare students for the choices they make after they graduate from high school. Schools are challenged with the task of implementing supports for all students, providing a balance between academics and a focus on providing students with the…

Creating and implementing high-quality Individualized Education Program (IEP) goals for students with significant cognitive disabilities is critical to ensure their success in school. To do so, the teacher's confidence level in writing IEP goals for those students must be high. This requires the ability to use research-based methods and techniques…