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The most salient aspect of independent living and successful post-high school transition to employment is having the ability to independently use transportation (Bouck & Flanagan, 2010). The Department of Labor (2012) reports that only 20% of persons with...

Challenges in assessing the pain of children with special needs are created by the differing abilities of these students to self-report pain presence and intensity. This article reports the results of a literature review examining methods of pain...

Recreational activities are an important part of anyone’s quality of life, owing to the various benefits of participation (e.g., social, physical). For individuals with significant disabilities, engagement in leisure skills continues to be a low priority...

A recommended practice in the field of severe disabilities is involving students in their specialized health care procedures; however, little is known about how this practice is occurring in schools. The purpose of this qualitative multiple-case study was...

For secondary students with intellectual disability, a common post-school goal is maximizing independence through learning functional skills. Price comparison, a component of purchasing skills, is one such functional skill that can increase independence...

Students with intellectual and developmental disabilities (IDD) have more opportunities to go to college than ever before. Opportunities for inclusive postsecondary education can now be found in almost every state across the United States. However, given...

Special education professionals who serve secondary students with autism must provide employment skills training critical for positive postschool outcomes. Such programming should emphasize specialized training based on student strengths, interests, and...

As high school students with disabilities leave secondary settings and special education services, their transition often is associated with limited opportunities. One way to support the transition may be to guide the student in developing a self-directed...

Technology readily available to students with disabilities is consistently increasing and improving, yet students’ access to systematic instruction from instructors is often limited to their time in school. To increase independence from instructors while...

Implementing evidence-based practices (EBPs) is critical for students with autism spectrum disorder (ASD) who need specifically focused interventions to acquire new skills and behaviors. Yet, identifying EBPs and using these practices can be challenging...