In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…

The Individual with Disabilities Education Act (IDEA) mandates that all children who are eligible for special education services receive an individualized education program (IEP). Adapted physical education (APE) professionals who teach physical education to children with disabilities are challenged with how to best collect and monitor student…

Hundreds of thousands of children and youth with disabilities across the country are receiving secondary transition services. Secondary transition is the process of preparing students with disabilities for life after they leave high school, including participation in post-secondary education or training, employment and independent living.…

Following the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), states were required to develop a State Performance Plan (SPP; U.S. Department of Education, 2011) addressing 20 accountability indicators for students with disabilities, ages 3 to 21. First and arguably foremost among these is Indicator 1, the ''percent…

This study investigated school exclusion's relationships with student characteristics, mother characteristics, parental involvement, school location, and service provision. The researchers examined data from 4,837 students in seventh to 12th grade extracted from a national data set. Multivariate results showed that student's age, gender,…

Curriculum can matter, but little research systematically examines the receipt of a particular curriculum for secondary students with disabilities and what influences the receipt of such a curriculum. This secondary analysis of the NLTS2 sought to understand who receives a functional curriculum as their secondary special education curriculum and…

Collaboration among parents, educators, and students expands the knowledge base and promotes mutual respect among decision-makers involved in planning students' education. The relationship can help students achieve their goals. This study sought to examine the experiences among students with intellectual disability and their families in high…

Through a 5-year qualitative case study of an inclusive high school, we examined students' experiences of self-determination. We conducted analyses of multiple interviews with students, parents, teachers, guidance staff, and administrators using grounded theory methods and guided by self-determination conceptual frameworks. Explicit expectations…

The purpose of this article is to investigate the potential role of parent involvement and parent expectation in postschool outcomes for individuals who are d/Deaf or hard of hearing (DHH). Students who are DHH have lower retention and employment rates than their peers. Recognizing the importance of family in developmental outcomes for all…

The reauthorization of Individuals with Disability Education Act (IDEA) in 2004 mandated that students with disabilities be educated in the least restrictive environment (LRE), which is also known as inclusion of the student. The purpose of this qualitative study was to investigate innovative strategies implemented in an inclusive classroom to…

Parental involvement and parent-school-community partnerships receive wide acclaim for making a positive difference in the educational and transition outcomes for youth with and without disabilities. Although the impact of parental involvement in education remains undisputed, secondary education traditionally emphasizes the emerging adult…

This single case study examined how one inner city high school math teacher used e-portfolio assessment in an inclusive classroom setting. Specifically, it describes the teacher's perceptions and use of e-portfolio assessment, and its relationships to curricular content, as well as how the relationships among e-portfolio assessment,…

State and federal accountability continues to be a major part of public education. The impact that federal legislation has had when working with special needs students adds another facet to public education. Both state and federal accountability play a part in how teachers perceive their attitudes when working with students with disabilities This…

The purpose of this qualitative study was three-fold. First, the purpose was to identify instructional strategies implemented by a virtual public high school to serve students with disabilities. Second, the purpose of this study was to show how the curriculum for students with disabilities developed in a virtual public school in a southeastern…

Recent estimates suggest that of U.S. public high school freshmen in the fall of 2005 24.5 percent did not graduate on time in 2008/09 (Stillwell, Sable, and Plotts 2011). As states and school districts attempt to boost graduation rates, they face the challenge of identifying which students are at risk of not graduating on time. Early warning…