Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of…

Pediatric inflammatory bowel disease is on the rise. School psychologists must understand the significant physical, emotional, and psychological effects of this condition to be effective advocates for students and their families, and to conduct well-informed, comprehensive evaluations for this population. This article discusses the academic,…

This study examines the relationship between Individualized Education Program (IEP) goal content and quality and the education outcomes for students in elementary school with complex support needs (CSN) in Utah, focusing on grades three through six. The investigation explores whether the alignment of IEP goals with alternate state standards and…

Mathematics achievement of Canadian elementary students has recently declined on provincial standardized testing. Despite a current emphasis on accountability-driven education, limited research has acknowledged the relation between heterogeneous student need and patterns of student achievement, specifically in regard to students with individual…

The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who have complex and resource-intensive social,…

To optimise school-based service delivery for students with disabilities, it is important to understand roles and needs of school staff. This study aimed to clarify ideal and actual roles of school staff (teachers, special educators, administrators) working with students with special needs, and to identify potential strategies to support actual…

The COVID-19 outbreak caused abrupt disruptions to many domains of everyday life, including education. Educational disruptions may be compounded for students who require supports and services to participate. We surveyed parents of students with disabilities and chronic health conditions to understand the extent of service delivery disruption,…

Federal and state education laws have not changed since the COVID-19 outbreak. Because they were not meant to be implemented during a pandemic, schools and parents are facing barriers in implementing IEPs and 504 plans with remote learning at home. More than ever students will need strong advocates to express concerns and collaborate with school…

The Indiana Department of Education's (IDOE) Accessibility and Accommodations Guidance is intended for school-level personnel and decision-making teams as they prepare for and implement Indiana State Assessments. Information is provided for school personnel to use in selecting and administering universal tools, designated features, and…

An often-used idiom states: "you can't lose what you never had." Yet contrary to this expression, it "is" possible to lose what you never had--at least when special education support is concerned. In Ontario, as in other jurisdictions, special education exists as a codified system. An ever-changing nexus of discourses and…

The Division for Early Childhood (DEC) lists 11 recommended practices for assessment, including "Practitioners report assessment results so they are understandable and useful to families" (DEC, 2014, p. 8). This article examines high-impact practices designed to make meaningful and understandable assessment reports to facilitate…

Assessment is an important part of an overall quality educational program and is, in fact, an integral part of improving classroom instruction. The purpose of educational assessments is to provide an academic check- up and to give educators and parents meaningful information on what students know and can do, and how well they are progressing…

The law currently binding in Poland favors students with disabilities and SEN. The parents have a right to choose between many forms of education and facilities which, in their opinion and according to the suggestions of a psychological and educational support centre, will give their child the best opportunities of development. The Ministry of…

The Education (Additional Support for Learning) (Scotland) Act 2004 boosted the rights of parents of children with additional support needs (ASN) by improving access to information, instituting a Code of Practice and establishing new redress mechanisms such as the ASN Tribunal and independent mediation. More than a decade later, Scottish…

West Virginia uses multiple state assessments to measure student achievement and inform program decision-making. The Individuals with Disabilities Education Improvement Act of 2004 requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001 and current with…