The COVID-19 pandemic impacted school-based delivery of special educational supports and therapeutic services. This study describes student receipt of school-based supports/services and parent satisfaction by instruction modalities during the 2020-2021 academic year in the United States. Data were collected through the COVID Experiences Survey…

Most people with profound intellectual and multiple disabilities (PIMD) have limited social contact and it is unclear what is done to maintain or increase these contacts. Individual support planning (ISP) can be used in the systematic enhancement of social contacts. This study analyses the content of ISPs with respect to the social contacts of…

Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID-19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United…

The alternate assessment based on alternate academic achievement standards (AA-AAAS) is designed for students with the most significant cognitive disabilities. The 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), known as the Every Student Succeeds Act (ESSA), placed a 1% cap for states on student participation in the…

There are qualitative studies aimed at identifying the problems encountered in the course of preparing individualized education programs (IEP). However, these studies are conducted with only a few participants. There is a need to test the results on a larger sample size. A questionnaire based on findings of interview techniques, used in…

Background In an Individual Educational Program (IEP), the objectives of children with special needs are defined, to help educators pinpoint these children's educational goals. Noting the importance of teacher-parent collaboration, the current research was designed to deepen our understanding regarding the way teachers experience working with…

This study investigated special educators' perspectives about an online toolkit that offers teachers example goals and objectives statements to use in service plans for students with special educational needs as well as teaching strategies and assessments. Special education teachers in a large school district in a Pacific Northwestern state…

Introduction: This study examined potential legal precedent set by holdings in administrative due process hearings where instruction in the expanded core curriculum (ECC) for school-age children was decided. Methods: This study used an analogical reasoning approach. This legal research method includes examining the rule of law, presenting cases…

Categorised as planning documents, individual educational plans (IEPs) purport to provide school-based instruction more closely matched to individual pupils' skills and needs. The present study investigated the extent to which IEPs contain practically relevant suggestions for teachers to implement in practice. Based on a sample of 112 IEPs from…

Purpose: The purpose of this study was to inform school-based services for children with acquired brain injury (ABI) by describing and analyzing functional student-outcome data from a state-wide, school-based, school re-entry consultation program, BrainSTEPS (Strategies Teaching Educators, Parents, and Students), in Pennsylvania. Method: A…

Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction.…

Planned missing data designs allow researchers to have highly-powered studies by testing only a fraction of the traditional sample size. In two-method measurement planned missingness designs, researchers assess only part of the sample on a high-quality expensive measure, while the entire sample is given a more inexpensive, but biased measure. The…

Eliciting the views, wishes and feelings of children and young people with special educational needs and disabilities (SEND) has been a primary element of the Children and Families Act 2014. Despite professional rhetoric that aims to ensure the voice of children and young people remains at the centre of assessments, SEND professionals often…

The transition to formal schooling is a large contextual change, which for many children in U.S. begins with the year of kindergarten. To better understand the challenges of this transition, the present study examines the extent to which children experience transition difficulties in five salient areas: making friends, following schedules, meeting…

This study examines the efficacy of engaging young children with disabilities in interviews to elicit their perspectives on their own capabilities. Using the theoretical framework of the capability approach, the authors investigated the efficacy of different interview techniques to engage young children with disabilities in research about their…