Assessments are one of the vital pillars of education but often are designed without the specific needs of students considered. Instruction is often differentiated for students with individualized education programs (IEPs), but rarely are assessments. Students in classes with IEPs in the social studies department at the project site school in the…

The purpose of this study was to investigate developmental music aptitude with a broader sample in order to propose national norms. Research questions were: 1) To what extent are published Primary Measures of Music Aptitude (PMMA) norms different from those established using a current sample? 2) Are there comparative differences in PMMA item…

New York State public school students in grades 3-8 are required to take the Common Core assessments, now based on Next Generation Learning Standards, in English language arts and mathematics. Students are also required to take English and Algebra Regents exams in high school. Elementary students who often perform on-grade level in the classroom…

The purpose of this study was to identify the possible barriers as to why student involvement in IEP meetings has not been occurring in the past and to subsequently suggest further action and research as to how to potentially combat these barriers so students with disabilities in Suffolk County, Long Island can begin to be offered these kinds of…

Research has shown that inclusive practices have positive outcomes for students with and without IEPs. These practices and the inclusive stance that they require to be effectively implemented are in direct conflict with the dominant discourses of special education and audit culture. Thus, despite the research demonstrating positive outcomes of…

This is a descriptive study that examines the form and function of preschool special education teams in New York City. The results are based upon the perceptions of teams as reported by parents and guardians of preschoolers with disabilities in NYC. These perceptions were collected through surveys and interviews. In addition, documents about…

Since the passage of PL 94-142, also known as the Education of All Handicapped Children Act, in 1975, special and general educators have been urged to work together to improve the education of children with disabilities through increased access to the general education curriculum. Over the years, the evolution of a collaborative approach to…