Extended school year (ESY) under the Individuals with Disabilities Education Act (IDEA) has become a more frequent issue as a result of the learning loss and increased needs of some special education students due to the COVID-19 pandemic. School psychologists often play a significant role in implementation of the IDEA requirements specific to ESY.…

The purpose of this special series is to augment effective instruction for students with learning disabilities who are also considered culturally, racially/ethnically, linguistically, or otherwise diverse. In this paper, we acknowledge the central focus on technical rigor for the purpose of strengthening causal linkages between instruction and…

Taking an inclusive and equitable approach to emergency management planning means considering the needs of the most vulnerable populations first. Students with disabilities (SWDs) are entitled to the same emergency services as their nondisabled peers and should be considered and included during emergency management planning. Taking an equitable…

Since 2013, DaSy has tracked the status of Part C and Part B 619 state data systems to understand states' technical assistance needs, provide stakeholders with a national picture of what capacities state data systems have, and to track how those capacities are changing over time. Most recently, in spring of 2021, DaSy collected comprehensive…

To shift from traditionally separate systems of instructional service delivery to inclusive schools centered on meeting the needs of students with disabilities within general education, it is crucial that educational leaders understand the complexities of serving these students and provide quality leadership that results in positive outcomes for…

The practice of using microaffirmations enables positive outcomes through small acts of active listening that encourage feelings of inclusion and shared cultural intimacy. Microaffirmations can be intersectional and are beneficial to a wide range of populations, including people of color, LGBTQIA + individuals, and people with disabilities. School…

The realization of equitable and quality education has long been the central challenge in education development. The presence of inclusive education is expected to enhance those two aspects of education. Further, it is also hoped to bring an equal education for all children, including children with special needs. In developed nations, inclusive…

In developing sub-Saharan Africa, a region, that is, in the early stages of implementing inclusive education, there is limited discussion on inclusive leadership modules for training leaders. The qualitative study presented in this paper attempted to fill this knowledge gap by considering school leaders' contributions to implementing inclusive…

The purpose of this study is to explore graduation disparities among students with disabilities in the southern region of the United States and assess the impact of IDEA policy implementation within these 11 states. The intent of this research is to establish whether there is a connection between special education policies and graduation rates for…

Under the Individuals With Disabilities Education Act, individualized education program (IEP) annual goals are required to enable students with disabilities to be involved in and make progress in the general education curriculum and to address other educational needs. This study reports findings from a content analysis of the annual goals in 88…

Inclusive teaching practices can be characterized as recurrent ways how teachers work with their students' diverse abilities, but how exactly are they enacted in subject matter classrooms? The paper proposes a conceptual framework to unpack inclusive practices according to the student ability to which they refer, in five typical jobs for teachers:…

"Virtual Interview Training for Transition-Age Youth" and "Virtual Reality Job Interview Training" are job interview simulators with demonstrated effectiveness in randomized controlled trials. We evaluated their dose responses via secondary data analysis of 558 transition-age youth with disabilities in 47 schools where the…

This report examines common practices in providing support to deaf students across various postsecondary institutions in the United States, identifying both successful strategies and areas needing improvement. By evaluating the availability and effectiveness of services such as speech-to-text and interpreting, this report highlights gaps and…

It is the position of the National Association of School Nurses (NASN) to actively support and protect the right of all students, including those with healthcare needs or disabilities, to participate in school-sponsored trips, in accordance with federal regulations (USDOE/OCR, 2020). The registered professional school nurse (hereinafter referred…

The COVID-19 pandemic posed great risks to some disabled students, not necessarily because of health-related conditions, but due to the pre-existing entrenched inequalities that might have led to widened disparities. Hence, our aim was to critically explore the implications of the COVID-19 pandemic for disabled students, focusing on equal access…