Reece Peterson has published widely on educational policy and the impact on children with significant behavioral challenges. He has served in many roles but always with an emphasis on providing support for children. He is recognized as a national expert on the topics of physical restraints and seclusion procedures. He shares his reflections and…

Access to basic education for all students is an essential goal for many countries around the world. Also, as worldwide calls for providing inclusive education continue to intensify, access to basic education for many students with disabilities in Kenya remains a pervasive challenge. Large class sizes, inadequate funding, limited teacher training,…

Dr. Tim Lewis provides his reflections on his career working as a researcher-teacher to address the issues of children with challenges. Dr. Lewis also provides his advice for those entering the field.

Beverly (Bev) Holden Johns shares her career as an educator and advocate for children who present challenges in the educational setting. She introduces the reader to "Sally," who illustrates the continual need for advocacy for children. Bev also offers advice for those just entering the field. Her perspective and experiences enrich us…

The use of peer support arrangements can be an effective strategy to improve educational services for students with disabilities, including those with autism spectrum disorder (ASD). When developing peer support arrangements, secondary teachers should consider aligning these services with evidence-based predictors of positive postschool outcomes…

Schools are tasked with the challenge of not only raising graduation rates for students with and without disabilities but also preparing these students to meet college and career readiness standards. Recent studies and reviews of the literature suggest promising practices to ensure that educators meet these goals by increasing students' engagement…

The Individuals with Disabilities Education Act (IDEA) mandates the implementation of a behavior intervention plan based on a functional behavioral assessment when a student's behavior necessitates disciplinary actions. However, IDEA does not provide any clear guidelines as to what the plans should contain nor how they can address behaviors that…

Transition services for secondary students with disabilities are defined by the Individuals with Disabilities Education Improvement Act (IDEA) as a coordinated set of activities contained in a results-oriented process to improve educational and functional outcomes. The most popular strategy used to prepare secondary students with high-incidence…

This article offers strategies teachers can use throughout the year to help families of children with and without disabilities, and by extension the broader community, understand and appreciate inclusive education and their roles in ensuring its success. (Contains 3 tables.)

This paper describes the drama component of Project Access, a transitional 4-week summer program for students (ages 15 to 18) with disabilities at Howard County Community College (Maryland). Emphasis is on development of self-advocacy skills through a variety of exercises and performance activities. Participating students have demonstrated growth…

Discusses the reauthorization of the Technology-Related Assistance for Individuals with Disabilities Act, and the addition of a protection and advocacy component to ensure the legal rights of people to have access to assistive technology. The benefits of protection and advocacy systems are presented in a question-and-answer format. (CR)

The author presents 50 Web sites identified by preservice teachers as helpful in serving students with mild or moderate disabilities and their families. The Web sites cover the topics of academic supports; advocacy and family supports; professional organizations; social, emotional, and behavioral supports; technology; and transition support.

This article discusses a model transition program and curriculum, ChoiceMaker, which focuses on helping secondary students with disabilities learn those self-determination skills characteristic of successful individuals. The curriculum is organized around 37 self-determination concepts grouped into 7 areas. Student participation in the…

This article introduces a self-determination curriculum, Learning with PURPOSE, intended for adolescent students with disabilities or students at risk for failure. It identifies critical self-determination skills, defines self-determination, outlines the curriculum, and notes the curriculum's parent component. (DB)

The Steps to Self-Determination curriculum model focuses on knowing oneself, valuing oneself, planning, acting, experiencing outcomes, and learning. It has been tested with 77 high school students having a variety of disabilities. Two related scales have also been developed: the Self-Determination Observation Checklist and the Self-Determination…