To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with…

Autistic children comprise a large group of young people who are looked-after by their local authority and for whom educational outcomes are amongst the poorest of all children in care. Virtual School Heads (VSHs) in England have a statutory responsibility to improve the educational outcomes of children in care following the implementation of the…

A respected principal finds himself caught in the middle of a complex legal conundrum when a student requests to bring a service animal to his public school where another student may be dangerously allergic to the animal. This case explores how accommodations per the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of…

This report presents a snapshot of selected features of the condition of education in Wisconsin in 2019. With support from the U.S. Department of Education's Institute for Education Sciences, and in collaboration with colleagues at the Wisconsin Department of Public Instruction (DPI), the authors set out to measure practices in PK-12 education…

Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's…

Fifteen years after the first charter school legislation was passed, the number of charter schools opening in the United States each year continues to grow. In 2000, research was conducted to examine the extent and quality of service to students with disabilities in Texas's charter schools. Descriptive statistics and structured interviews were…

Principals are pivotal in expanding opportunities for more inclusive programming while ensuring that students with disabilities receive carefully planned, individualized services. By allocating the necessary resources, providing inservice training, scheduling time for collaborative planning and preparation, and designing systematic program…

As every school administrator knows, the IEP is an integral part of meeting the needs of students with disabilities (Wright & Wright, 1999). It is the primary device through which communication takes place among parents, students, administrators, teachers, and other related service personnel regarding how the school plans to meet the requirements…