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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Examining the Effects and Quality of Interventions Based on the Assessment of Contextual Variables
Content type: Journal Article
Interventions based on the results of functional behavioral assessment (FBA) have been the topic of extensive research and, in certain cases, mandated for students with disabilities under the Individuals With Disabilities Education Act. There exist a wide...
Are Online Sources for Identifying Evidence-Based Practices Trustworthy? An Evaluation
Content type: Journal Article
The use of evidence-based practices has become a focus in education since the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Act reauthorization of 2004 required using practices based on scientific research to improve...
Which Procedural Parts of the IEP Process Are the Most Judicially Vulnerable?
Content type: Journal Article
To provide a missing piece to the legal foundation of professional development and practice for the individualized education program (IEP) process, the authors report the results of a comprehensive systematic analysis of court decisions specific to IEP...
Explaining the Decline in Special Education Teacher Employment From 2005 to 2012
Content type: Journal Article
Demand for special education teachers grew continuously from the passage of Public Law 94-142 in 1975 through 2005, when this trend reversed. From 2005 to 2012, the number of special education teachers employed by U.S. schools declined by >17%. The primary...
The Supreme Court, Endrew, and the Appropriate Education of Students With Disabilities
Content type: Journal Article
In this article, we analyze the Supreme Court’s decision in Endrew F. v. Douglas County School District RE-1 (2017), interpreting the Individuals with Disabilities Education Act (IDEA) and its provisions creating a right of every student with a disability...
IDEA’s Double Bind: A Synthesis of Disproportionality Policy Interpretations
Content type: Journal Article
Disproportionality research has been subject to multiple reviews, but there has been less critical examination of the policy dimension of this enduring educational problem. Given the relevance of federal policies, and interpretations thereof, to educators’...
Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations
Content type: Journal Article
Positive behavior interventions and supports (PBIS) was first introduced with the reauthorization of the Individuals with Disabilities Education Act in 1997. In this article, we describe the 25-year history of the PBIS implementation experience, including...
Child Find Activities Under the Individuals With Disabilities Education Act: Recent Case Law
Content type: Journal Article
Although child find activities has been a fundamental requirement under IDEA for decades, school personnel occasionally fail to implement this requirement despite clear signs of academic and behavioral problems exhibited by students, potentially indicative...
Endrew F. v. Douglas County School District (2017) FAPE and the U.S. Supreme Court
Content type: Journal Article
On March 22, 2017, the U.S. Supreme Court announced its decision in Endrew F. v. Douglas County School District. This case, coming 35 years after the Supreme Court’s first special education decision in Board of Education of the Hendrick Hudson Central...
Teaching Students With Childhood Cancer: It’s More Than Just the Disease
Content type: Journal Article
Students with chronic illnesses, like cancer, can have long-term side effects that impact their success in school even when their illness is controlled or in remission. The purpose of the current manuscript is to describe the more common education-related...