This resource on prior written notice will review the legal requirements of a prior written notice as required by the Individuals with Disabilities Education Act (IDEA), including: language and timeframe, circumstances that trigger a notice, and content components that must be addressed; and share best practices for completing an appropriate prior written notice.
Type: Resource General
This Special Education Prior Written Notice Quick Guide document highlights the key points for local education agencies (LEAs) to notify parents/guardians with prior written notice. The quick guide provides an overview notification requirements, required contents, best practices, and legal and state resources. An asynchronous video module and handout also accompany this quick guide.
Type: Resource General
LEAs may print and post on their campuses and around their district. This poster is available in English and Spanish. The poster is a fillable PDF so that LEAs may include the contact information of the special education department.
Type: Resource General
A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities, The involvement of paraprofessionals in the education of students with intellectual and developmental disabilities (IDD) has been both complex and controversial. Many scholars and advocates have raised concerns about the roles these staff members play in schools and the degree to which there is empirical support for their direct work with students. We conducted a systematic review of the…
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Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities, Randomized group experiment to investigate the efficacy of peer support arrangements on academic and social outcomes for students with severe disabilities. Peer partners were trained to provide academic and social assistance by special education teachers and paraprofessionals. Participants with disabilities increased social interactions and participation with peers, academic engagement, progress…
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Person-centered reviews as a mechanism for planning the post-school transition of young people with intellectual disability, Our study examined the application of person-centered planning during the transition for young people with intellectual disabilities. We investigated the nature and content of 44 person-centered reviews of transition planning for this population in a local authority in the UK. We carried out a documentary analysis of all person-centered plans and conducted telephone interviews with all families…
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Including students with severe, multiple disabilities in general physical education, Many children with severe disabilities never have the opportunity to try general physical education (GPE) because their Individualized Education Program (IEP) team feels that they will not be successful, will not benefit, or will not be safe. However, there are ways to safely, successfully, and meaningfully include children with severe disabilities in GPE. A model can be designed to make sure the…
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Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students With Intellectual and Other Disabilities, This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their Individualized Education Programs/Transition Plans, contacts/referrals made to outside agencies during…
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Expectations for students with cognitive disabilities: Is the cup half empty or half full? Can the cup flow over?, To make informed decisions about the best instruction and assessments for students with cognitive disabilities, several questions need to be answered. For instance, how many students with cognitive disabilities can be expected to achieve the same level of proficiency as other students? To what extent can we predict who these students are? Can we discern whether a student’s failure to meet…
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Classroom-based versus pullout speech-language intervention: A review of the experimental evidence, A number of experimental or quasi-experimental studies have directly investigated the impact of classroom-based interventions on children’s language outcomes, but relatively few of these have directly compared children’s outcomes for classroom-based models relative to pull-out models of intervention. In this review, in which our goal was to synthesize the available scientific evidence relevant to…
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