Healthcare services outside of school impact the likelihood of receiving a school-based special education classification and services. Using Massachusetts administrative data on public school students, this paper employs difference-in-differences to examine the impacts of expanded Medicaid coverage for mental and behavioral healthcare brought by…

Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS,…

The COVID-19 pandemic has highlighted, and in many cases exacerbated, disparities among students that result from their socioeconomic status, language background, race and ethnicity, and disability classification. Now more than ever, school systems need to understand student needs and respond with targeted supports that address these needs. One…

Rehabilitation professionals working with students with disabilities and the families of those students face unique challenges in providing inclusive services to special education student populations. There needs to be a focus on adaptive teaching methods that provide quality experience for students with varying disabilities to promote student…

The number of students identified under the Individuals With Disabilities Education Act (IDEA) with an emotional disturbance (ED) has remained remarkably stable over the last 30 years. During this time, approximately 1% of the school-aged population has been identified as disabled under the criteria set forth in IDEA (Kim, Forness, & Walker,…