This study explored teachers' perceptions of implementing personalized learning in several urban elementary school classrooms. Additionally, this study examined teachers' readiness for change through the lens of Ely's (1990) Eight Conditions of Change Model. The study participants included five elementary school teachers and the school principal.…

The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs). The guide covers: (1) components of quality behavioral IEP goals; (2) how to know which behavior(s) should be addressed through an…

Accurate implementation of individualized behavior intervention plans (BIPs) is a critical aspect of evidence-based practice. Research demonstrates that neither training nor consultation is sufficient to improve and maintain high rates of treatment integrity (TI). Therefore, evaluation of ongoing support strategies is needed. The purpose of this…

Post-school outcomes for students with intellectual disability continue to lag behind other students with disabilities. One way to improve outcomes for these students is to include them in decisions about their future by teaching students how to participate in their IEP meetings. Self-monitoring provides immediate feedback, motivation, and teaches…

A cross sectional design with a qualitative approach was used to purposively sample Special Education teachers at Dzorwulu Special School (a public institution) and Reyo Paddock School (a private institution) in the Greater Accra Region of Ghana. Face-to-face interviews were employed, complemented with in-class observations. Four key areas…

This research focused on whether a TEACCH-based approach could be effective in helping to develop the communication skills of older learners with Severe Intellectual Disabilities, to enhance their ability to communicate, to enhance their abilities to live independent lives, and to take part in discussions about their future. A TEACCH based…

A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. "Multi-Tiered System of Supports/Response to Intervention" (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what…

This qualitative case study explored how three expert secondary special education teachers in Hawaii successfully negotiated their job demands. Purposeful sampling was used to select one secondary school on the Leeward coast of Oahu. We used reputational-case sampling to select participants that fit Dreyfus and Dreyfus' (1980) expert theoretical…

This study investigated the effectiveness of a program designed to train paraeducators to use prompting strategies to teach students with moderate to severe intellectual and multiple disabilities. The paraeducator training program contained three components: a) an initial training on using task direction, time delay, most to least prompting, and…

Little research addresses the experiences of students with autism living in multilingual families. This multiple case study project examines the language-development-related knowledge and beliefs of paired mothers and educators of three Somali American boys with autism. Data include serial interviews, observations, and analysis of educational…

Dual Language Learners (DLLs) with special needs have, historically, faced many cycles of integration and segregation. The formal educational system, in turn, has the potential to perpetuate exclusion or create inclusion and equitable spaces. This research looks at the individualized education programs' (IEPs) language goal outcomes of DLLs with…

This study was conducted to examine the relationship between 32 typically developing preschoolers' attitudes and play behaviors toward their classmates with disabilities or developmental delays. Children's attitudes toward peers with disabilities were assessed using three methods: child interviews, sociometric peer ratings, and a social acceptance…

Schools funded by the Bureau of Indian Education (BIE) are required under the Individuals with Disabilities Education Act (IDEA) to provide services for eligible students with disabilities, such as learning disabilities or health impairments. Services for these students are listed in individualized education programs (IEP). The Department of…

Changes in policy and practice that originated with the 2004 Reauthorization of the Individuals with Disabilities Education Act ([IDEA], US Department of Education) created systems that exposed students to earlier and more consistent research-based intervention (Fuchs & Vaughn, 2012) thereby reducing the rate and increasing the mean age of…

Children with complex communication needs (CCN) face many challenges in their daily life. They can struggle academically and socially if their communicative needs are not supported consistently by those who provide care for them. They frequently use Augmentative or Alternative Communication (AAC) systems or devices to communicate. The purposes of…