Purpose: School-based speech-language pathologists (SLPs) face uniquely complex webs of guidelines and criteria that can undermine their ability to move toward disability-affirming practices. The purpose of this clinical focus article is to present a contrast between ableist and disability-affirming practices in school-based stuttering therapy…

This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder--a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)--on the quality of SEL…

A variety of systemic inequities place young children from Appalachian communities in the United States at greater risk for poor academic outcomes than children in other parts of the country. Young children with disabilities are at increased risk for poor academic outcomes because of similar inequities and their need for more intensive learning…

The purpose of this qualitative study was to better understand the students' perspectives of attending and participating in their own Individual Education Program (IEP) meeting. The conceptual frameworks of disability theory and empowerment worldview highlight the need to better understand perspectives from the students themselves with regard to…

Under the Individuals with Disabilities Education Act (IDEA), there has been an increase of students receiving special education services in U.S. public schools in the last 20 years (U.S. Department of Education, 2004). Parents are active participants in the educational decision-making process for their children with disabilities, providing…

Researchers have identified self-determination as a key predictor supporting the transition process and achievement of positive in-school and post-school outcomes in adolescents with disabilities. Self-determination is also a malleable characteristic, as various factors influence its development and expression. However, the influence of this…

A needs assessment was conducted at a learning center at one completely online institution to understand administrator, faculty, and student perceptions of the center's services and resources to uncover gaps between the current state and intended outcomes (personalized support, clarity of services, and shared accountability for student success).…

Heterogeneity between and within people necessitates the need for sequential personalized interventions to optimize individual outcomes. Personalized or adaptive interventions (AIs) are relevant for diseases and maladaptive behavioral trajectories when one intervention is not curative and success of a subsequent intervention may depend on…

In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel…

The Individuals With Disabilities Education Act requires schools to conduct a manifestation determination (MD) meeting when suspending students with disabilities for more than 10 days. The MD procedure is intended to safeguard educational access by providing a process to determine if a student's disability is related to the suspending behavior. An…

Inclusion of students with special education needs (SEN) and especially autism spectrum disorder (ASD) into general education curricula is a challenging practice. In recent years, the practice of inclusion has been expanding within the international school community. Outside of the United States, the process of inclusion is developing rapidly due…

Utilizing effective data collection methods to track student progress on Individual Education Program (IEP) goals is essential to quality programming and meeting each student's specific needs. This study surveyed special education teachers in four midwestern states to understand IEP data collection methods and assessment training. Results…

While there has been considerable research on students with special educational needs and their parents' participation at individual subject curriculum (ISC) meetings at school, less attention has been paid to their perception of the dialogue between students and professionals. The aim of this study has been to investigate whether the dialogue…

Differences in perceptions of disability between students and administrators can play a role in youth's educational experience. This study used data from a cluster randomized controlled trial (C-RCT) of the Self-Determined Learning Model of Instruction (SDLMI) to first compare student self-report of disability status to matched administrative data…

The purpose of this survey study was to investigate the perceptions of music teachers in the state of Wisconsin about their use of Individualized Education Programs (IEPs) in music classrooms. One hundred seventy-nine music educators completed the survey. Music teachers indicated that many of them do not have access to student IEPs and that…