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) 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.

A Description of Parent Input in IEP Development Through Analysis IEP Documents.

Parent input in individualized education program (IEP) development is the clear expectation in U.S. education law.