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…

Given the wide range of academic content and 21st-century college and career readiness (CCR) skills that need to be targeted in secondary classrooms, teachers must be prepared to plan and implement a variety of strategies to ensure the progress and participation of each student, including those with extensive support needs. The purpose of this…

There is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate…