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"Individualized education programs."
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Collaborative model for promoting competence and success for students with ASD
Describes the COMPASS model for working with preschool and elementary age students with autism spectrum disorders. This book offers a framework for individualized assessment and program planning based in students' life experiences along with family and teacher input. At the same time, its two-tiered consultation/coaching strategy is designed to minimize the setbacks that occur even in optimal family and classroom situations. Featured in the text: theory and rationale behind COMPASS; self-evaluation tools for assessing core skills and competencies; guidelines for writing effective Individual Education Programs and the COMPASS Action Plan; detailed instructions for implementing Action Plans and monitoring progress; case studies of the COMPASS program in real-life situations; a complete kit of forms, scales, and checklists.
Book
Medical Home Care and Educational Services for Children and Youth on the Autism Spectrum: A Scoping Review
This scoping review examined current evidence on medical home care and its association with educational services for children and youth on the autism spectrum. We searched five databases and grey literature resulting in 328 publications. Publications meeting inclusion criteria were mapped to medical home care component(s) addressed, type(s) of educational services and their strength and type of association. The Andersen Behavioral Model of Health Services Use was used to summarize predisposing, enabling, and need factors considered. Eighteen publications were reviewed, including eight practice/policy reports and ten original research publications. Medical home care components most addressed included family-centered care (n = 10), referrals (n = 16), and effective care coordination (n = 13). Seven publications also addressed multiple educational service types. Two of the five publications that established a significant association between medical home care components and educational services had mixed results, with one publication reporting a negative association and the other publication reporting a positive association. Challenges to medical home care and educational services were most categorized as enabling factors. Results suggest three areas for further investigation: (1) limited evidence on the strength and type of association between medical home care components and educational services; (2) limited use of population data sources; and (3) the need to consider a broader range of factors when examining their association.
Journal Article
Designing early literacy programs : differentiated instruction in preschool and kindergarten
\"This acclaimed teacher resource and course text describes proven ways to accelerate the language and literacy development of young children, including those at risk for reading difficulties. The authors draw on extensive research and classroom experience to present a complete framework for differentiated instruction and early intervention. Strategies for creating literacy-rich classrooms, conducting effective assessments, and implementing targeted learning activities are illustrated with vivid examples and vignettes. Helpful reproducible assessment tools are provided. Purchasers also get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2\" x 11\" size. Subject Areas/Keywords: assessments, at-risk students, beginning readers, CCSS, classroom environments, classrooms, Common Core State Standards, differentiated instruction, early childhood reading, early literacy, ELA, emergent, English language arts, foundational skills, interventions, kindergarten, language, literacy development, preschool, prevention, programs, reading difficulties, response to intervention, RTI, struggling, teaching, writing Audience: Preschool and kindergarten teachers; reading specialists; school and child care administrators; instructors and students in early childhood education and early literacy\"-- Provided by publisher.
Book
Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs
Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s–1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications for ensuring individualization and goals reflecting skills needed for the 21st century.
Journal Article
A Description of Parent Input in IEP Development Through Analysis IEP Documents
Parent input in individualized education program (IEP) development is the clear expectation in U.S. education law. Every IEP team must include parents, and their input must be equally considered when developing IEPs. The present study used content analysis of 88 IEPs of students with intellectual and developmental disabilities to explore team membership, concerns parents raised during IEP meetings, and evidence that parent concerns and priorities are reflected in IEP goals and supplementary aids and services. Findings reveal that although parents express a range of concerns and priorities, these are translated into goals or services only two thirds of the time. We provide implications of these findings for research and practice.
Journal Article
Artificial Intelligence in Special Education
This entry examines the growing role of artificial intelligence (AI) in special education. The authors discuss applications of AI in the field, including its uses for personalized learning, adaptive technologies, teacher support, and AI’s potential to address issues related to student accessibility and engagement. The entry draws on recent syntheses of literature, highlighting studies that reveal AI’s capacity to improve educational outcomes for students with disabilities, mitigate teacher workload, and foster inclusion. Despite these promising developments, the authors address ethical considerations, potential biases, and privacy concerns surrounding the use of AI, as well as the need for high-quality research that validates AI’s effectiveness in special education. The authors conclude that while AI can offer substantial support, it should be integrated thoughtfully, guided by empirical research, and accompanied by skilled professional oversight to ensure that it truly benefits students with disabilities.
Journal Article
Examining the Quality of IEPs for Young Children with Autism
The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool’s reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (
M
age = 6.1 years; SD = 1.6) from 35 different classrooms were examined. The IEP tool had adequate interrater reliability (ICC = .70). Results identified no statistically significant association between demographics and IEP quality, and IEPs contained relatively clear descriptions of present levels of performance. Weaknesses of IEPs were described and recommendations provided.
Journal Article
Relational Factors Influencing Parents’ Engagement in Special Education for High School Youth With Emotional/Behavioral Problems
This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal qualitative analyses of audiotaped phone interviews revealed some positive and some negative experiences by parents, the importance of coparenting to increase supportiveness to their child (and dimensions of effective coparenting), and recommendations from them for improving family engagement processes. In general, parents appreciated and recommended proactive and positive communication and collaboration with school staff emphasizing student strengths, being genuinely and meaningfully involved in the Individualized Education Program (IEP) process, with adequate time allowed for this involvement, and for staff to be organized and engaged in working with them. Findings are discussed in relation to ideas for practice and policy enhancement, and future research directions.
Journal Article
Reimagining IDEA using the axiom of brilliance
IDEA provides essential guidance and legal support for students with disabilities, yet its conceptual and systemic framework tends to promote a focus on student deficits. Thus, teachers and IEP team members may have low expectations of students with disabilities and fail to encourage the development of their talents. Lisa DaVia Rubenstein, Charles Sandifer, and Robyn Spoon propose the adoption of a conceptual framework known as the axiom of brilliance, which assumes students are brilliant. To meet students’ needs in their areas of brilliance, they recommend that educators adopt a more holistic approach that purposefully identifies student strengths and uses that information to design appropriate learning experiences.
Journal Article
Alignment of Supplementary Aids and Services With Student Needs and Placement
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 variance. Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs; however, 51.1% of students with CCN had no social-communication SAS. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Implications for policy, practice, and future research are provided.
Journal Article