The individual education plan (IEP) is an essential part of special education and is used widely in Western countries for documenting both the learning goals and support measures for children with special needs. This study focused on the documentation of support measures in the IEPs of Finnish students with intellectual disability (ID) (N = 21).…

This study explored the experiences of Head Start parents who were becoming involved in their pre-school-age children's Individualized Education Program (IEP) process. Seven participants from the rural Midwest engaged in focus group (n = 2) or interview (n = 1) format discussions regarding barriers to involvement in the IEP process and…

The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that…

Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous…

Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous…

Parent-to-Parent individualized mentoring is an understudied strategy that has potential for supporting parents of children with disabilities as they learn to navigate the special educational planning process. Preliminary findings from a formative evaluation of individualized, intensive parent-to-parent mentoring services are shared. Data were…

The increase in English learners (ELs) with disabilities has been reported by others, yet little is known about the transition planning meeting experiences of this population and their post-school expectations. This study explored transition planning experiences and post-school expectations of a nationally representative sample of ELs with…

Educator teams consisting of a general education teacher and a special education teacher were recruited to participate in a project where they used the Systematic Supports Planning Process (SSPP) to plan, implement, and monitor individualized supports for students with intellectual and developmental disabilities (IDD) attending general education…

Students with Individualized Education Programs (IEPs) or Section 504 Plans may earn a diploma or a certificate of completion when leaving secondary education. This study examined differences in career- and work-based learning services and work experiences of students who earned a high school diploma or a certificate of completion upon exiting…

Despite the perceived value of extracurricular experience, higher education relies heavily on grade point average (GPA) as a measure of undergraduates' academic success. When used as a singular standard assessment, GPA, which is based on student progress and completion of coursework, may inadvertently steer undergraduates away from valuable…

Parent involvement in the development of an individualized education program (IEP) is a foundational tenet of the Individuals With Disabilities Education Act (IDEA). Unfortunately, mothers, the parent most likely to attend the IEP meeting, often report negative perceptions and even feelings of disillusion with the IEP process. Including mothers as…

The Individualized Education Program (IEP) should include a summary of the student's current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic…

In this study, researchers aimed to examine the practices of preschool teachers in their classes for children with special needs. The research, in which interviews and documents were used, was designed using a case study, one of the qualitative research methods. Snowball sampling, one of the purposeful sampling methods, was used to determine the…

Five experienced special educators were interviewed to learn about their experiences working in a school district with a fully developed MTSS. The interviews revealed these special educators were highly supportive of tiered supports because they provide strategic and intensive interventions for students who are behind. Nonetheless, these educators…

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the COVID-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview…