Alignment of Supplementary Aids and Services with Student Needs and Placement

Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) ar...

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Bibliographic Details
Published in:Intellectual and developmental disabilities 2021-06, Vol.59 (3), p.187-203
Main Authors: Toews, Samantha Gross, Johnston, Russell, Kurth, Jennifer A, Ruppar, Andrea L, McQueston, Jessica A, McCabe, Jessica M
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
Communication
Communication Skills
Disabled Persons
Educational Environment
Educational Needs
Educational Planning
Educational Policy
Humans
Individualized Education Programs
Individualized Instruction
Intellectual Disability
Mainstreaming
Paraprofessional School Personnel
Special Classes
Special Needs Students
Student Needs
Student Placement
Students
Students with Disabilities
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Summary:Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance. Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs; however, 51.1% of students with CCN had no social-communication SAS. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Implications for policy, practice, and future research are provided.
ISSN:1934-9491
1934-9556
DOI:10.1352/1934-9556-59.3.187