Types of Supplementary Aids and Services for Students with Significant Support Needs

Autor/inn/en	Kurth, Jennifer A.; Ruppar, Andrea L.; McQueston, Jessica A.; McCabe, Katie M.; Johnston, Russell; Toews, Samantha Gross
Titel	Types of Supplementary Aids and Services for Students with Significant Support Needs
Quelle	In: Journal of Special Education, 52 (2019) 4, S.208-218 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kurth, Jennifer A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918791156
Schlagwörter	Ancillary School Services; Special Needs Students; Disabilities; Special Education; Individualized Education Programs; Elementary School Students; Secondary School Students; Academic Accommodations (Disabilities); Accessibility (for Disabled); Testing Accommodations; Positive Behavior Supports; Social Support Groups; Transitional Programs; Assistive Technology; Faculty Development; Parent Education + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Sekundarschüler; Accessibility; Zugänglichkeit; Testing process; Accessibility (for disabled); Disabled person; Testdurchführung; Testen; Barrierefreiheit; Behinderter; Social support; Soziale Unterstützung; Parents education; Elternbildung; Elternschule
Abstract	Supplementary aids and services (SAS) have been a provision in special education law since PL 94-142, however, almost no guidance has been provided to help teams make decisions about their appropriate selection and use. In this exploratory study, we explore the types of SAS selected for students with significant support needs using a conventional content analysis of individualized education program (IEPs) from 88 students in Grades K-12. Results illustrate the wide variation in types of SAS chosen for students overall. Curricular accommodations and personnel supports were the most commonly identified supports, while supports to assist students to communicate and make meaning of curriculum (e.g., curricular modifications) were less common, as were less intrusive supports such as peer-assisted learning. Implications for policy, practice, and research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01