The rapid growth of inclusive higher education opportunities for young adults with intellectual and developmental disabilities (IDD) has contributed to improvements in students' academics, employment, social, and independent living outcomes. However, many college programs lack a focus on functional literacy, a critical skill for success in…

Time delay is one of the most established practices for teaching both functional and academic skills to students with extensive support needs (ESN). Students with ESN have intellectual or developmental disabilities and, in some cases, other support needs (e.g., physical disabilities, sensory impairments) and require comprehensive instructional and…

There is a growing population of adolescent students with developmental disabilities (DD) in school settings. Educators are in need of evidence-based practices (EBP) to address the challenging behaviors of students with DD. A key consideration in determining whether practices should be considered as an EBP is whether these practices have been…

Social deficits are often a core area of development for students in special education, thus schools are charged with providing social skills interventions. Although many strategies are available, few schools successfully employ evidence-based interventions for students with autism and related disabilities. A way to address these concerns while…

Navigating campus and the surrounding community may pose barriers to matriculation, engagement, and quality of life for students with disabilities. This intervention uses the student's smartphone device and a university map application to guide students as they navigate to specific destinations around campus (e.g., library, classroom buildings,…

We describe a computer-assisted program for conducting well-body assessments of children with neurodevelopmental disabilities attending a private special education school. Classroom instructors completed daily assessments to detect the presence of bodily injuries and other skin trauma, determine the need for medical treatment, and monitor healing…

School psychologists pay a critical role in the assessment and intervention of students in special education. Within this role, they are highly likely to interact with students with intellectual and developmental disabilities (IDD), particularly in the context of school-based assessment associated with special education. Although students with IDD…

Education studies have repeatedly emphasized the crucial contribution of family-school-community partnership to children's academic and educational success, as well as to improving organizations and systems. Such partnership becomes even more complex when the child presents needs in several areas of development. In this context, it is essential…

Effective professional development is critical for improving implementation of evidence-based practices (EBPs) in special education. The present systematic review sought to gather evidence exploring the effects and key components of in-service special education teacher training in EBPs. This review identifies six essential components of training…

The college experience described in this paper created normative opportunities for exploration and development on a university campus for students with intellectual disabilities (ID). This project was one of 27 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) model demonstrations to receive a five-year…

This study evaluated the effects of a pyramidal training approach that used an expert trainer who taught teachers how to train their paraeducators. Three special education teachers were taught to train four paraeducators to provide students with intellectual and developmental disabilities opportunities to initiate (OTI). A multiple baseline design…

Post-secondary education and students with intellectual and developmental disabilities (ID/DD) have not historically been viewed as compatible. In recent years, a growing number of colleges have offered opportunities for students with intellectual disabilities to take part in inclusive post-secondary education. This qualitative study was conducted…

Special education teachers in rural settings face unique challenges related to providing transition services to secondary students with intellectual and other developmental disabilities (IDD). Geographically isolated school districts tend to have limited collaborative partnership opportunities and access to quality professional development to…

The purpose of this qualitative study was to examine parents' perspectives and experiences of special education, including the degree to which decisions about their child's education were implemented as they had agreed upon with the school personnel. Additionally, a secondary purpose of this study was to understand how parents explain why school…

Classroom behavior is a source of anxiety, stress, and distraction for many teachers and is a key reason teachers give for leaving the profession. This often raises questions regarding the extent to which teacher preparation programs and initial teaching placements prepare pre-service teachers for working with students who display challenging…