School instruction and service delivery changed dramatically amid disruptions caused by the COVID-19 pandemic. Children receiving special education services were especially vulnerable to the impact of reduced or eliminated school services as part of their individualized education programs. Caregiver perspectives regarding the changes in school service delivery amid the pandemic were evaluated using

Self-monitoring encompasses observation of one’s own behavior that can be used by teachers to improve their performance in the classroom. In this systematic review, we searched three databases to discover published research using teachers as participants implementing self-monitoring procedures in a school setting from January 1990 through October 2021. We identified 24 studies that met the criteria

The present study was conducted to determine whether the problem characteristics of students school-identified with emotional disturbance (ED) have changed over two decades. We used data from a teacher rating instrument designed to measure the five problem characteristics of ED, as stated in its Individuals with Disabilities Education Act (IDEA) definition. These data were collected in the process

Propensity score matching was used to create intervention and comparison groups to compare academic outcomes of students with disabilities in Indiana placed in more inclusive settings with those placed in less inclusive settings. Student and school demographic and outcome data were analyzed from the eighth grade in 2013 through graduation in 2018. Students with disabilities spending 80% more time in

School engagement is an important factor in academic success and social belonging for postsecondary education. Dually identified students receiving special education and English learner services may face obstacles to engagement. We conducted secondary analyses of the National Longitudinal Transition Study from 2012 to provide a description of high school engagement. We then examined engagement through

This longitudinal study investigated bidirectional associations between pupils’ social competence and their interpersonal relationships and classroom climate in segregated special education schools for pupils with Emotional and Behavioral Disorders in the Netherlands. Participants were in Grade 4 and 5 in school year 1 (N = 441) and Grade 5 and 6 in school year 2 (N = 504) (Mage Time1 = 10.82, SD =

The current study aimed to examine racial, ethnic, and gender disparities in the receipt of special education services for students with a diagnosis of autism spectrum disorder (ASD) from a healthcare provider utilizing parent-report data from a large, nationally representative sample of American youth. Binary logistic regression results indicated that females with ASD were significantly less likely

Most disability research is conducted in high-income countries, despite much of the world’s population living in low- and middle-income countries. Given the flexible nature of qualitative research, studies using this methodology have the potential to provide important insights into how disability is perceived across the globe. The aim of the current study was to synthesize the results of disability

Research suggests that reading for understanding, especially narrative text, is difficult for children with autism spectrum disorder (ASD); yet research on how to effectively teach skills associated with reading comprehension is limited and has generally deemphasized vocabulary interventions. This single case research design study (i.e., a multiple probe across behaviors design) examined the effectiveness

Due to a variety of factors, many paraeducators receive little to no opportunities to advance their professional skills. Asynchronous online learning opportunities offer a flexible way for districts to provide paraeducators opportunities to advance their knowledge, although little is known about what online resources are available, their features, or their overall quality. A review was conducted of

The field of special education has made great strides in identifying interventions that work. These practices have been described as evidence-based because they were effective across numerous studies. However, scholars in the field are also acutely aware that not all evidence-based practices will be equally effective for all children. Because of this, we sought to gain a better understanding of just

We conducted this systematic literature review to summarize single-case intervention studies in which academic instruction incorporated assistive and instructional technology for students with complex support needs. Thirty studies, published between 2012 and 2019, were included in the review and valuated for methodological rigor. Of the 97 student participants across all studies, most received language

Most disability research originates from high-income countries, masking important cultural variability in how disability is conceptualized. Through 199 interviews with people living in Sierra Leone, we investigated the following research questions: (1) what are the experiences of community members with people with disabilities?; (2) what employment options or other resources are available for people

Students with disabilities (SWDs) are less likely to establish themselves successfully in Science, Technology, Engineering, and Mathematics (STEM) careers. Researchers have identified barriers to participation in STEM, including deficits in mathematics and science, executive functioning skills, self-efficacy, and lack of exposure to STEM experiences. Researchers found students who participate in STEM

Computer-assisted instruction (CAI) is a critical tool for accessing information and instruction among students with visual impairment (VI). This systematic review examined eight CAI intervention studies implemented with 92 school-age children with VI. The interventions were implemented with a diverse group of students across a variety of school types (e.g., neighborhood schools, schools for the blind)

Limited research has been conducted examining the relationship between paraprofessionals and teacher supervisors. This study examined 175 paraprofessionals of students with or at risk of disruptive behavior disorders who reported relationships with classroom teachers in 59 elementary schools. Overall, paraprofessionals rated their relationship with their classroom teachers as positive. Differences

The purpose of this systematic review and meta-analysis was to identify and synthesize single-case research examining interventions used to increase the quantity and/or quality of participation by adolescents with disabilities during Individualized Education Program (IEP) meetings. For studies meeting quality indicators, we used visual analysis, Tau-U, and standardized mean difference to synthesize

Classroom environments were analyzed to better understand adult language modeling rates and whether teacher certification practices contributed to differences with learners with deafblindness (DB). Student characteristics were also examined in relation to communication rates. When there is a dual sensory loss, access to tactile and visual communication forms (i.e., multimodal) in addition to verbal

Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skill acquisition among children with autism spectrum disorder (ASD). Few studies have followed children with ASD, who received EIBI, into schools. The purpose of this study was to investigate educational outcomes specific to instructional placement, standardized test proficiency, and special education eligibility under

Unstructured activity periods are central components of early childhood education programs. Deficits in social communication and social interaction presented by children with autism spectrum disorder (ASD) become apparent in these settings during unstructured activities, such as outdoor recess. Thirty-two preschool-aged children with and without ASD participated in the Buddy Game, a structured, cooperative

One important aspect of special education research that makes it complex is the variability of the disability categories being studied. This study used the context of individualized education program (IEP)/transition planning and National Longitudinal Transition Study 2012 (NLTS 2012) student and parent survey items associated with this context to illustrate the challenges of grouping disability categories

This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of Office of Special Education and Rehabilitation Services (OSERS) and Directors of Office of Special Education Programs (OSEP), or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. The perspectives

Refugees have been resettling in the United States for decades, but there has been little attention in the special education literature to this population. The existing literature notes numerous systemic barriers refugee families and professionals encounter but has not investigated the roles of professionals in refugee resettlement agencies in supporting families who have children with disabilities

An ever-growing call for the use of evidence-based practice has come up against the logistical hurdles of a lack of resources and expertise, particularly in rural schools that work with historically underserved students. Although integrated learning systems (ILSs)—stable and likely requiring fewer resources than personnel—do not offer a complete solution to this problem, they may serve as a useful

Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed

The Next Generation Science Standards framework outlines scientific and engineering practices as a key element of student development. Educators are just beginning to discover effective and meaningful ways to teach science content to students with intellectual disability; however, the literature on teaching science practices is still limited and engineering practices nonexistent. This study utilized

A multiple-probe design was used to investigate the planning and persuasive paragraph writing by three secondary students with disabilities and writing difficulties. The intervention consisted of one-on-one explicit instruction in persuasive writing and the use of a technology-based graphic organizer (TBGO) with embedded strategies and supports. Dependent variables included the number of sentences

Individualized Education Program (IEP) meetings are an important component of special education; however, few students actually attend and meaningfully participate in their meetings. Using a large-scale national survey, this study examined student attendance and participation at IEP meetings, and the predictors of these outcomes. Respondents included 1,183 parents of students with disabilities across

During the COVID-19 pandemic, there were alarming reports of children missing out on online special educational activities due to a lack of access to those resources. We evaluated a simple, online intervention using a concurrent multiple baseline design across three second-grade students with disabilities who unreliably accessed the remote curriculum. The dependent variable was the number of daily

Professional ethics in teacher preparation is an area that has received minimal attention in the special education literature. In this systematic review, 18 journals affiliated with the Council for Exceptional Children (CEC) were examined for their coverage of professional ethics over a 30-year period (1988–2018). Results showed that an average of about two articles were published each year on professional

Because many websites claim to provide information about evidence-based practices (EBPs), consumers must know the information and practices are based upon quality research. Practitioners may intend to locate trustworthy online sources providing EBPs, but if those sources are not easy to navigate and lack implementation resources (i.e., are accessible), then practitioners may be more likely to access

Students who are eligible for special education and related services are entitled to a free appropriate public education (FAPE), which is delineated by the Individualized Education Program (IEP). The purpose of this descriptive study was to examine 133 IEPs from seven rural districts that were interested in evaluating their compliance with state and federal special education regulations. The researchers

Children with Down syndrome (DS) often exhibit delays in cognitive and linguistic development. In response to the increasing number of culturally and linguistically diverse populations with disabilities in the United States and need for evidence-based interventions with cultural adaptations, this study examined the effects of enhanced milieu teaching on targeted vocabulary acquisitions of four Korean

Research on stakeholders in mild traumatic brain injury (mTBI) management in the schools has shown that several school personnel (e.g., nurses, athletic trainers, principals, speech-language pathologists) all contribute unique knowledge to a school-based mTBI management team. Special educators (SPEs) may be another stakeholder group that could provide additional knowledge and expertise in working with

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses paraprofessionals’ perceptions of common student behavior problems

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed

A major instructional focus of interventions designed to promote self-determination, such as the Self-Determined Learning Model of Instruction (SDLMI), is to engage students in learning to set their goals, identify action plans, and evaluate their performances. However, little is known about how students define their goal attainment outcomes, or the degree to which students and teachers agree the attainment

Nearly one quarter of all youth with disabilities attend rural schools. Supporting the successful postschool transitions of these youth can be a complex and challenging endeavor. In this study, we used “community conversation” events as a methodology for identifying the practices and partnerships needed to improve transition outcomes for students with disabilities in rural school districts. We analyzed

Using a grounded theory approach, the aim of this study was designed to explore parental perspectives with children who have CHARGE syndrome and their children’s experiences in physical education. Participants included 10 mothers of children with CHARGE syndrome ages 6 to 23 years old. The parents completed a demographic survey and participated in a semi-structured interview where they discussed their

Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The Early Childhood Longitude Study–Birth Cohort was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically developing children (TDC), children with disabilities (CWD) have (a) significant

Colleges across the nation have seen an increase in programming for students with intellectual and developmental disabilities (IDD) over the past decade. With this increase in programming comes the need to support students with IDD while accessing a large college campus. Using technology, such as Google Maps™, on one’s cell phone is a natural support that is relatively unobtrusive. This study used

Video modeling possesses an established research base for teaching students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age appropriate technology to support student learning. To explore

Existing research has documented evidence-based practices that are effective for supporting students with complex support needs (CSN) to learn academic skills. However, there is a need to learn more about effective instructional strategies for students with CSN during literacy lessons in general education classrooms. In addition, there is a need to understand general education teachers’ perspectives

This study examined the natural social interest of 193 (95 boys, 98 girls) typically developing preschoolers aged 41 to 77 months (M = 61.71 years, SD = 8.48 years) toward their included peers with autism spectrum disorder (ASD; N = 16, M = 66.8, SD = 8.80). A hierarchical linear model examined the role of endogenous (within-child) and exogenous (environmental) variables in explaining typically developing

As transition services foster better post-school outcomes, all students with disabilities should be receiving these services as they traverse their final high school years. Using a national, web-based parent survey, we examined the frequency and correlates of the receipt of transition services for 189 students with disabilities. Parents reported their children’s age, functioning level, maladaptive

Shared reading is a developmentally appropriate practice that supports children’s emergent literacy and language development. Participation in shared reading, however, may be compromised for children with autism spectrum disorder (ASD) due to social-communication difficulties inherent to the disorder. The primary aim of this study was to explore the extent to which children with ASD who have spontaneous

This study investigates the academic outcomes of a special education student cohort in the state of Indiana placed in high and low inclusion settings. Student scores in these two settings from the Indiana State Test of Educational Progress (ISTEP+ English/Language Arts and math) were compared from fourth grade in 2014 through the eighth grade in 2018. Results of this study show that students with disabilities

We conducted a descriptive analysis of single-case research design (SCRD) studies on safety skills instruction (SSI) for individuals with autism spectrum disorder (ASD). Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. We analyzed studies in terms of various descriptive variables, calculated effect

While mathematics education is key to the post-school outcomes of students with disabilities, it has received less attention in research and practice compared with other aspects of educating this population. Skill maintenance is particularly crucial in mathematics because students build upon prior knowledge across grade levels. They also need to be able to apply mathematical skills in everyday life

Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY practices by LEAs. Most notably, approximately two out of

This article is part of an illustrative study of federal leadership in special education based on interviews with persons who served as Assistant Secretaries in the U.S. Department of Education’s O...

Parents who are knowledgeable of special education are more likely to engage in their child’s education. Parents seek information about special education from a number of sources including State Departments of Education (SDEs). However, little is known about the web-based special education resources SDEs provide to parents. We sought to address this gap by conducting a comprehensive review of SDE websites

In the past, parents of children with disabilities have spearheaded several policies for individuals with disabilities. However, little is known about their experiences with legislators. To address this gap, focus groups and surveys about legislative advocacy were conducted with 127 parents of individuals with disabilities across four states. The purpose of the study was to explore parent perceptions

The purpose of this study was to support the development of mathematics and self-determination skills of young adults with extensive support needs. Mathematical problem solving is a natural context...

The present study investigated the effectiveness of an equity-based inclusive school reform model nested within a multitiered system of support (MTSS) framework on the improvement of math and reading performance of students with Individualized Education Programs (IEPs). Descriptive statistics revealed that math state assessment scores of students with IEPs increased over the implementation period.

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study

This study provides significant advances in the understanding and utility of writing assessment for progress monitoring writing instruction. We explored the validity of a new writing tool that asks students in Grades 3 through 8 to read and respond to informational passages. The written response is then scored for writing fluency. Results indicated that students’ writing fluency facilitated their writing

Teaching caregivers to support their young children’s language development is recommended as an effective early language intervention, and caregiver-implemented interventions are recognized as evidence-based. However, as the natural change agents for training and coaching caregivers, early intervention (EI) service providers are in need of professional development to effectively coach caregivers to

Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention