Traditional teacher-led Individualized Education Programs (IEPs) typically provide limited opportunities for students receiving special education services to meaningfully participate in the process. Even with a significant body of literature supporting the benefits of student-led IEPs, many school-based personnel maintain the traditional…

High-quality IEP goals developed based on a comprehensive assessment of child functioning are more likely to result in individualisation of services and improved learning outcomes for students with disabilities. This study investigated the impact of a training programme on the quality of individualised education programme (IEP) goals written by…

Providing opportunities for students with disabilities to engage in activities that can promote self-determination is deemed best practice (Landmark et al., 2010; Wehmeyer et al., 2013). One setting where these skills may be continually refined is during an Individualized Education Program (IEP) meeting (Agran & Hughes, 2008; Arndt et al.,…

The individualized education program (IEP) is often referred to as the most important plan designed to provide students with disabilities a free and appropriate public education that requires families and professionals to collaborate for student success. Using qualitative methodology, we examined four focus groups of 43 parents of students with…

Transition to adulthood is an important milestone for all students. Transition planning for students with disabilities (SWD) is legally mandated to prepare them for adult life. However, researchers report that teachers do not feel adequately prepared when it comes to transition. With globalization in the 21st century, U.S schools become more…

This research aims to examine how Resource Room practice is utilised for students with special education needs (SEN) at a general education middle school where inclusive education is implemented. Accordingly, an embedded single case has been opted for the research design. The research participants include two students with SEN, five teachers, one…

High quality family-professional partnerships promote the personal, social, and academic growth of students with disabilities. However, due to systemic barriers, such partnerships can be difficult, especially for families from low-resourced communities. Using the Sunshine Model, the purpose of this systematic literature review was to characterize…

This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the future goal aspirations of students with extensive support needs who participate in alternate assessments, compared to other students with extensive support needs and to students with other disabilities. We examined students' individualized…

Nearly 1 million students with Individualized Education Programs (IEPs) live in rural communities in the United States and, to date, no reviews have examined the transition literature related to supporting students in rural settings. The purpose of this review was to examine transition-related functional skill interventions conducted in rural…

The present document reports a qualitative study that examined the perceptions of parents and guardians of students with emotional and/or behavioral disabilities (EBD) regarding (a) obtaining special education services for their child, (b) the IEP process and implementation, and (c) home-school collaboration and partnerships. Ten participants from…

Individualized Education Programs (IEPs) are used to document the needs of students with disabilities and outline provisions with which to support access and inclusion in educational settings. However, often the programs focus on students' specific needs rather than giving agency to students or considering how wider ecosystems impacts students'…

A three-week IEPWriter project was added to an undergraduate special education course offered at a mid-sized public university in Southeastern Pennsylvania to help Pre-Service Teachers (PSTs) learn how to manage and write Individualized Education Programs (IEPs). The PSTs completed a 10-item survey regarding their experience using IEPWriter to…

Interventions often require multiple decisions to improve outcomes for every student. Whether the decision to implement a practice, tailor an existing protocol, or change approaches, these decisions should be based on individual variables and outcomes via a sequence of treatment. To develop adaptive interventions that have sufficient evidence to…

Children's development as readers is a complex and multifaceted process. Rather than emphasizing individual components of reading instruction, Melanie R. Kuhn and Katherine A. Dougherty Stahl argue that it is more effective to view the reading process as a reciprocal or interactive one in which readers' development in one component of reading can…

In this study, it was aimed to examine teachers' attitudes and challenges they experience concerning Individualized Education Program (IEP). Explanatory sequential design, one of the mixed methods, was used in this study. The study group of this study consists of 100 teachers working in the central districts of Van, Turkey within 2019-2020…