For this 22nd article in the series reviewing recent court decisions concerning appropriate school psychology practice from both professional and legal perspectives, the topic is child find and eligibility under the Individuals with Disabilities Education Act (IDEA), including as a secondary matter the intersecting requirement for a comprehensive…

Registered Apprenticeship and secondary Career and Technical Education (CTE) programs share the common goal of providing students with hands-on training paired with technical, classroom instruction to prepare them for living wage, in-demand careers. When these systems are aligned, they can strengthen one another through a reciprocal relationship.…

Early childhood special education (ECSE) teachers support children who qualify for Individualized Education Programs (IEPs) mandated by the Individuals with Disabilities Education Act (IDEA, 2004). ECSEs generally serve children under the age of five and are often asked to guide the development of a plan to decrease persistent challenging…

The "statewide system of support," a feature of Congress's 1994 reauthorization of the Elementary and Secondary Education Act, provided an organizational framework for a "managerial" approach to school improvement that was accelerated in No Child Left Behind (2001). When Congress temporarily flooded states with economic…

In this article, the authors share how they facilitated remote work-study options during COVID-19 as a united university community following anti-oppressive practice (AOP). Work-study is a Title IV campus-based program that had been somewhat static since its inception in 1964 but now has been challenged to reignite its role in addressing social…

This commentary outlines the potential benefits of applying advances in the science of learning and development to special education service delivery and research. Building from a dynamic ecological systems perspective of development, it is argued that special education should focus on the whole child in context to leverage the correlated…

In partnership with nine States, the Department piloted a monitoring protocol on two related resource equity provisions under Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA)--(1) the requirement for States to periodically review resource allocation in LEAs serving a significant number of schools identified…

This brief report summarizes some of the family engagement services provided by Austin Independent School District's parent support specialists to families during the 2020 calendar year. There is a separately published report that summarizes services during the 2019-2020 school year.

We overview several key issues of the past, present, and near future of special education for students with severe disabilities. We contextualize the Telos of special education by briefly remarking on its historical roots in the United States, then delve into several issues we believe are critical for advancing toward better outcomes for students…

This case highlights the moral and ethical dilemmas that principals and educators confront when making decisions about special education classification and placement, particularly in the context of racial disproportionality. These decisions are complex, influenced by the requirements of the Individuals with Disabilities Education Act (IDEA) and…

Principals play a critical role in creating inclusive schools for students with disabilities, but few studies focus on how principals foster meaningful engagement for parents of children with disabilities, especially within Individualized Education Program (IEP) meetings where important education decisions are made. Research focused on principal…

The central school district obligation for disciplinary changes in placement under the Individuals with Disabilities Education Act (IDEA) is to answer the question of whether the conduct at issue is a manifestation of the individual student's disability. School psychologists often play a key role in this team-based manifestation determination…

The Maryland Higher Education Commission is tasked to develop and periodically update the State Plan for Higher Education. This document, the "2022 Maryland State Plan for Higher Education," is an update to the 2017-2021 Maryland State Plan for Higher Education. This 2022 State Plan is written during a time of pivotal change. The present…

Collaboration with caregivers and between disciplines and agencies is a recommended practice in the field of early intervention and early childhood special education (EI/ECSE) as well as required by federal legislation for young children with disabilities. Review of relevant literature suggests that collaboration entails a complex set of…

Professional standards for principals include numerous provisions addressing the need to have the knowledge, skills, and dispositions necessary to promote effective special education programs. The administration of special education programs requires complex responsibilities including assurances that policies and practices are in compliance with…