TY - JOUR
T1 - Types of Supplementary Aids and Services for Students With Significant Support Needs
AU - Kurth, Jennifer A.
AU - Ruppar, Andrea L.
AU - McQueston, Jessica A.
AU - McCabe, Katie M.
AU - Johnston, Russell
AU - Toews, Samantha Gross
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2018.
PY - 2019/2/1
Y1 - 2019/2/1
N2 - 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.
AB - 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.
KW - individualized education programs
KW - least restrictive environment
KW - significant support needs
KW - supplementary aids and services
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U2 - 10.1177/0022466918791156
DO - 10.1177/0022466918791156
M3 - Article
AN - SCOPUS:85053317403
SN - 0022-4669
VL - 52
SP - 208
EP - 218
JO - Journal of Special Education
JF - Journal of Special Education
IS - 4
ER -