Journal of the American Academy of Special Education Professionals
JAASEP is an online peer reviewed journal committed to advancing the professional development of special education professionals through research, policy, and practice.
National Association of Special Education Teachers (NASET)
The Forgotten Path: Facility Partner Perceptions on Youth Transitions from a Residential Treatment Facility School to Neighborhood Schools
Youth with emotional and behavioral disorders (EBD) may be negatively impacted by their behavioral excesses and deficits across academic, behavioral, and transition domains requiring more intensive supports as part of their education resulting in some of these youth receiving their education a residential treatment facility (RTF). Once they complete their treatment, they integrate back into the community including for some, enrollment in a neighborhood school. This transition pathway is the focus of this intrinsic, instrumental, and descriptive qualitative case study. The purpose of this study was to determine components of transition for these youth enrolling back in neighborhood schools. The constructed themes align with the best practices of transition literature.
Transitioning from High School Special Education to College: Aligning Programs with Policies and Expectations
Curriculum from a rural central-Midwestern high school special education transition program was analyzed and compared to the college policies and expectations of a private college in the rural central Midwest. Data from student files of college students with disabilities were compared to high school special education transitional curriculum and college policies and expectations. The study identified a misalignment between the identified areas of concern of students with disabilities in higher education, as evidenced by their student files and the skills taught to high school special education students in preparation for college. Additionally, this study identified gaps between high school special education transition program outcomes and college expectations.
Teacher Salaries and Graduation Rates: Correlations Across U.S. States and Demographics
This study examines the association between average teacher salaries and high school graduation rates across U.S. states during the 2018–19 academic year, with a focus on both racial/ethnic groups and vulnerable student populations. State-level graduation outcomes were analyzed for White, Asian, Black, Hispanic, and American Indian/Alaska Native students, as well as for economically disadvantaged students, students with disabilities, homeless students, foster care students, and students with limited English proficiency. Using Pearson correlation coefficients, the study assessed whether higher teacher salaries were consistently linked to improved graduation rates across these diverse groups. Findings indicate moderate positive correlations for Asian, Black, and Hispanic students, suggesting that higher teacher pay may support stronger graduation outcomes for these populations. In contrast, weak or negligible correlations were observed for White and American Indian/Alaska Native students, and negative or near-zero correlations emerged for economically disadvantaged students, students with disabilities, homeless students, and foster care students. These results suggest that while competitive teacher compensation may contribute to improved outcomes for some student groups, salary increases alone are insufficient to address longstanding disparities affecting vulnerable populations. A more comprehensive policy approach—pairing competitive compensation with targeted academic, social-emotional, and wraparound supports—may be necessary to promote equitable graduation outcomes across states.
COVID-19’s Impact on the Education of Students with Disabilities: Multiple Perspectives
This paper explores the disproportionate impact of school closures and remote learning on students with disabilities during the COVID-19 pandemic. Multiple narratives, including those of a student with a disability, a parent, a special education teacher, a student teacher, teacher educators, and disability researchers, illustrate how the pandemic disrupted the special education system. The paper delves into how the experiences of learners and teachers intersected, revealing how the pandemic complicated and interfered with the shared goal of educating students with disabilities. Using Bronfenbrenner’s ecological systems theory and critical disability theory, the authors synthesize these perspectives to demonstrate the ripple effect of the pandemic across various educational systems—from classrooms to higher education to educational research. These narratives reflect diverse experiences across different states, towns, school districts, and universities, collectively highlighting the significant and disproportionate challenges faced by students with disabilities during this period.
Another Form of Our Clinical Work: Exploring the Collaborative Experiences of School-based Speech-language Pathologists
A qualitative focus group design was utilized to investigate the collaborative experiences of SLPs as members of K-12 special education teams in U.S. public schools. The authors sought to explore how one describes their collaborative experiences as similar or different given an individual’s sociocultural identity and background. The participants were 12 school-based SLPs from differing sociocultural backgrounds, including age, geographic location, and racial identity. A semi-structured interview protocol was used to guide participants’ discussion around their perceptions of collaboration, factors impacting their ability to collaborate, and recommendations to improve collaboration. This study's findings suggest that SLPs perceive school-based collaboration as highly variable and complex and that many factors impact collaborative outcomes. Preliminary findings also illustrate the need to consider the role an SLP’s identity plays in their school-based collaborative perceptions and interactions. Implications for future research and practice are discussed.
A Practitioner’s Guide to Creating Multimedia Simulated Instruction for Students with Intellectual Disability
Students with intellectual disability benefit from direct instruction of community-referenced skills. Community-referenced skills are frequently taught through community-based instruction (CBI) however, CBI presents logistical barriers that can be difficult. Multimedia simulated instruction (MMSI) combines visual, auditory, and interactive elements to simulate real-world scenarios, providing a dynamic and engaging learning experience. This paper presents a framework for practitioners to develop MMSI that addresses the unique cognitive and learning needs students. A seven-step blueprint to creating MMSI, with careful and practical considerations given at each step, is presented with an illustrative scenario to demonstrate the practicality of MMSI. Key steps include deciding which skills to teach and the components of MMSI, analyzing transportation and logistical barriers, creating the materials and progress monitoring tools, and considering multimedia simulated components of the intervention. The paper emphasizes the benefits (cost, time, replication) of MMSI for both the student and practitioner.
In Parents’ Voices: To What Extent Do Practitioners Need to Treat Stereotypical and Repetitive Behavior of Children Diagnosed with Autism Spectrum Disorder?
Stereotypy—restricted and repetitive behaviors characteristic of autism spectrum disorder (ASD)—can influence children’s independence and self-determination. Limited research has explored how parents perceive these behaviors and the need for intervention. This qualitative study, conducted in the Midwestern United States, examined the perspectives of nine parents of children with ASD. Semi-structured interviews were analyzed using thematic analysis, revealing four themes: (a) type and topography of stereotypical behaviors; (b) reactions from parents, siblings, teachers, peers, and community members; (c) perceived need for treatment; and (d) behavioral strategies used at home. Parents described stereotypical behaviors as both challenging and beneficial to their child’s functioning. Most did not view intervention as necessary except when behaviors created medical or safety concerns. Findings underscore the importance of understanding parent perspectives to inform educators and practitioners in developing compassionate, evidence-based supports that honor both family priorities and neurodiversity.
Copyright (c) 2026 Journal of the American Academy of Special Education Professionals
The Value of Mentorship in Special Education Programs
This study investigates the critical role of mentorship in preparing pre-service special education teachers for the challenges of the classroom. We surveyed pre-service special education teachers before and after engaging in a year-long mentorship experience with a veteran teacher. We also followed up with study participants one year after the mentorship experience ended, during their first year of teaching, to examine longer-term perceptions of mentorship. Findings indicate that participants reported increased readiness in instructional practice, classroom management, and confidence in their teaching abilities. However, participants reported ongoing gaps in preparation, particularly related to case management and working with students from diverse backgrounds. Implications for educator preparation programs and future research are discussed.
The Effectiveness of Self-Management Interventions on the Nonacademic Behaviors of Students with Emotional Disturbance: A Review of the Literature
Previous research suggests that self-management interventions are effective across a variety of disabilities, behaviors, and settings to curb maladaptive classroom behaviors. However, based on a recent literature review, there is an overall lack of research focused specifically on interventions for the Emotionally Disturbed (ED) student population and an even greater void of research studies that intervened on non-academic behaviors with his population (Garwood et al., 2021). Thus, this current study sought to expand the 2021 review by 1) focusing on only on intervention studies and 2) going beyond flagship EBD journals to be more inclusive of published peer-review work. As a result, the current study reviewed 34 studies (1990-2021) that implemented self-management interventions on the behaviors of 97 students with ED. Each of these studies were carefully reviewed to investigate the effectiveness of the interventions on the participant’s target behavior. Using percentage of nonoverlapping data (PND) and percentage of data exceeding the median (PEM) to calculate effectiveness, findings suggest that self-management interventions were moderately to highly effective across settings, including the general education setting, and across target behaviors. All findings are presented detailing the specific intervention’s effectiveness based on behavior targeted. In addition, social validity and limitations are discussed to aid in the continuation of research that delves into strategies that help teachers address the unique behavioral characteristics associated with students with ED.
A Framework for Integrating the Common Core Standards to a Functional Skills Curriculum in High School
A holistic framework that integrates Common Core State Standards (CCSS) with functional skills instruction for high school students with extensive support needs (ESN) is urgently needed for high schools to comply with recent legislation like the California Assembly Bill 181 (2022), that established an alternate diploma pathway that is aligned with alternate academic standards. This paper argues against the false dichotomy between academic and functional curricula and, instead proposes a framework that integrates CCSS into functional activities by isolating specific skills (e.g., literacy, mathematics, collaboration, or technology use) and aligns them with evidence-based practices such as task analysis, video modeling, systematic instruction, prompting, and peer-mediated interventions. Instructional transparency is encouraged through visible classroom standards and academic subject labeling, supporting shared understanding among educators, families, and administrators. Further, the paper posits that functional skills are naturally an authentic context for standards-based instruction, allowing educators to maintain academic rigor while promoting skills needed for post-school readiness. This integrated framework offers a practical approach to curriculum design and instructional planning for students with extensive support needs to prepare students for meaningful postsecondary education, employment, and community life.
Interactive Shared Reading Case Study of a Student with Complex Support Needs
Shared reading approaches with school-aged students who have complex support needs (CSN) and complex communication needs (CCN) typically focus on increasing the rate and accuracy of student responses to adult prompts and questions. This descriptive mixed method case study focused on the implementation of a shared reading approach designed to increase the engagement and expressive communication of a student with CSN and CCN. Increases in the teacher’s use of interactive strategies and demonstration of augmentative and alternative communication (AAC) occurred concurrently with increases in student engagement, initiations, and expressive symbolic communication. Implications for teacher practice and teacher preparation programs are discussed.
Special Education Teachers Serving Students with Extensive Support Needs: An Exploratory Job Analysis
Job demands and poor working conditions of special education teachers are one of the main reasons for teacher attrition, one of the most pressing issues in special education today. This study explored the job characteristics and working conditions specific to special education teachers of students with extensive support needs. Sixty-six special education teachers completed a survey of 74 job tasks, indicating the importance of each task, their confidence level, and available time and materials. The results confirmed the importance of 73 out of the 74 tasks. The analysis of the working conditions yielded six patterns, the largest pattern consisting of 35 tasks that were perceived as important but for which the teachers lacked the confidence, time, and materials for implementation. The findings are discussed in the context of demoralization of special education teachers, as well as in terms of school district policies and training of teachers in special education.
Special education and trauma: Are we correctly identifying our students?
The number of students who have experienced trauma is impacting education in greater numbers. This trauma manifests as behavioral or academic issues that result in the students being placed in a special education setting. However, special education classrooms may not be the correct setting for these students. The needs of trauma students are in some cases very similar to those in special education, however, research shows that there are additional needs that today’s teachers are ill-prepared to address in the traditional special education classroom setting. This pilot study examines the knowledge of special education teachers and how the identification of trauma students as special education students impacts their daily teaching. As a result of this pilot study, it is evident that more research is needed to determine the best course of action for students identified as having trauma and how to help them succeed in a classroom setting.
Retaining special education teachers in a rural Southern United States school district
Rural school districts across the United States need help to recruit and retain special education teachers. This study presents findings based on special education teachers’ experiences teaching within one rural Southern United States school district. This instrumental single case study investigates the factors that encourage special education teachers to remain in their current position within a rural Southern United States school district. Qualitative data is analyzed from 11 participants: nine current special educators, one special education director, and one retired special education teacher. All participants are from one rural Southern United States school district to gain insight from their experiences and perspectives. Significant findings include factors that positively influence the retention of special education teachers within one rural Southern United States school district: the small scale of the district, administration support, student rapport, positive school culture, extended family living in the local area, and the supportive culture of the rural community.
rural school district teacher recruitment
Special education and AAC devices: Teachers’ perspectives on training needs and support
This study investigates special education teachers’ perceptions of the effectiveness of support and training received while working with Augmentative and Alternative Communication (AAC) device users. The research evaluates important components of AAC implementation, such as the range of support available, quality of training programs, degrees of adaptation, and levels of inter-professional support from a teacher’s perspective. The conclusions drawn from this study indicate a need for continuous professional development, which necessitates personalized, individual training approaches and interdisciplinary collaboration to enhance the use of AAC devices. The study also confirms that individualized training is crucial in meeting the unique requirements of AAC users and special education teachers. These findings are meaningful in understanding AAC device use in special education classes, leading to appropriate interventions and improved communication outcomes among individuals using low- and high-tech devices.
augmentative and alternative communication
Understanding preservice special education teachers’ culturally responsive self-efficacy: A mixed methods study
There have been increases in the culturally and linguistically diverse (CLD) student population over the last two decades; however, these changes have not been realized in the diversification of educators in the field. This sequential explanatory mixed methods study examined preservice special education teachers’ (N = 54) culturally responsive self-efficacy beliefs and the factors and experiences that influenced their self-efficacy through semi-structured interviews (n = 8). This study sought to extend the work of Siwatu (2011a) by administering the culturally responsive teaching self-efficacy (CRTSE) scale and modifying it to include the language of disability (Chu & Garcia, 2014). Results indicate special education preservice teachers have moderately high CRTSE for teaching CLD learners with disabilities. Differences and commonalities between high and low self-efficacy groups are discussed.
The lived experiences of teachers working with young students with autism
In the last 5 years, teachers have reported challenging experiences while educating young children with autism spectrum disorder (ASD) as the diagnostic numbers have increased from one in 60 in 2019 to one in 33 in 2021, impacting the classroom ratios and social dynamics (Artigas-Pallarès & Paula, 2020; Maenner et al., 2020; Rosen et al., 2021). The increase in the prevalence of ASD diagnosis is impactful, specifically for teachers educating these students in the classroom. Educational psychology and ASD research highlights the issues students with ASD have during the school day, struggling with social skills, social communication, and social exchanges with their peers and teachers (Baron-Cohen, 1988, 2006, 2017; Silverman, 2015; Simó-Pinatella et al., 2021). This trend made a study regarding teachers’ lived experiences (i.e., social interactions) essential for informing professional development content for special education teachers working with students with ASD (Baron-Cohen, 1988, 2001, 2006, 2017; Josilowski, 2019; Silverman, 2015). This transcendental phenomenological study, using constructivist research questions, captured teachers’ lived experiences of social activities with students with ASD. Educational psychologists, educators, and professionals in the ASD field will benefit from better understanding of the lived experiences, specific knowledge about teacher-student social interactions to inform training practices, and detailed evidence to enhance professional development.
Perceptions of creative self-efficacy of students with Learning Disabilities
Creative self-efficacy, a subcomponent of creativity, is the belief in one’s ability to be creative. It is a necessary construct for a well-developed sense of creativity. With creativity being a vital skill cited by employers for employees to be prepared for 21st century careers, it is necessary to research creative self-efficacy early on and with all students. Limited research regarding students with learning disabilities and creativity, creative thinking, and creative self-efficacy exists. Because higher creativity is necessary for greater positive post-secondary outcomes, research in creative self-efficacy is needed. This study examined the perceptions of creative self-efficacy of students in the third, fourth, and fifth grades (n=495). A comparison between students with learning disabilities and their peers in general education and peers with gifts and talents was made. Results indicate similar perceptions of creative self-efficacy amongst students with learning disabilities and students in general education. However, a significant difference was indicated between students with learning disabilities and students with gifts and talents.
Math teachers’ perceptions, practices, and self-efficacy related to supporting Latinx students with learning disabilities
Latinx students with learning disabilities (LD) possess inherent strengths and bring valuable contributions to math learning, yet teachers often view them through a deficit-oriented lens. These students frequently experience limited opportunities to participate in math learning beyond learning procedures. This limiting exposure to math learning can adversely affect their self-perception as competent math learners. In this study, we administered surveys to general education (GE) middle school math teachers. Subsequently, we interviewed a subset to delve deeper into their perceptions, practices, and confidence in teaching this population. Our research yielded three main insights: (a) While teachers typically endorsed the inclusion of these students in GE math settings and recognized their potential for math achievement, there was also a sentiment that students lacked foundational knowledge and motivation; (b) the teaching methodologies employed reflected these beliefs; and (c) teachers expressed confidence in their ability to instruct Latinx students with disabilities effectively.
IEP quality in focus: legal, research, and practical perspectives
Individualized Education Programs (IEPs) are crucial for the educational planning and service provision for students with disabilities (SWDs) in special education. Within the IEP, the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement forms the basis for developing goals and interventions. Despite its importance, there is limited empirical research on the quality and consistency of PLAAFP statements. In this paper, we underscore the necessity of evaluating IEP and PLAAFP quality, tracing the evolution of special education laws and their impact on the academic and functional expectations for the individual progress of each SWD. By examining various IEP assessment rubrics and psychometric considerations, we highlight the relationship between IEP quality and student outcomes, as well as its implications for teacher preparation and retention amidst special education teacher shortages. With our findings, we advocate for further investigation into IEP quality to enhance outcomes for both SWDs and educators.
Effectiveness of a peer-mediated intervention on writing skills for students with autism
The current study aimed to investigate the effectiveness of a Peer-Mediated Intervention (PMI) on writing skills for students with autism spectrum disorder (ASD) in the inclusive classroom. The participants in this study were two seventh-grade students, one neurotypical student who acted as a tutor and has achieved high academic outcomes in the area of writing, the other participant is the tutee, who had been diagnosed with autism spectrum disorder (ASD) and struggled with development of writing skills. The study utilized multiple-baseline design across behaviors to identify the effectiveness of a PMI on writing skills for the student with ASD in three areas of writing skills (i.e., subject-verb agreement, capitalization/spelling, punctuation). The results of the present study showed that PMI yielded significant improvements in academic achievement for the target student. This study suggests that further studies replicate the current study with an intensive focus on other academic skills, such as reading comprehension and mathematics.
Current challenges and practices in co-teaching in K-12 school
The inclusive classroom has become an increasingly popular classroom model but is not consistently implemented in schools. This paper seeks to find which collaborative teaching practices are commonly used in K-12 schools today, how teachers perceive the effectiveness of co-teaching methods, how teachers are prepared for co-teaching and their perception of the effectiveness of their training, the current challenges of co-teaching, and how those challenges are resolved. To achieve this, a survey was conducted amongst 54 anonymous and voluntary participants to compare the perceptions and experiences of those currently co-teaching with varying years of teaching and co-teaching experience. The results show that most teachers enjoy co-teaching and collaborating with their co-teaching partners, but the most common challenge of co-teaching is finding time to meet and plan. Similarly, most are not adequately prepared for pre-service or in-service teaching training, leading many to use ineffective co-teaching practices.
Precorrection for Youth with EBD in Alternative Education Settings: Implementation Suggestions
Many of the youth with emotional and behavioral disorders (EBD) who are served within alternative education settings experience behavioral challenges including displaying behaviors of concern while having difficulty demonstrating the expected behaviors. Through the low-intensity behavioral strategy of precorrection, staff in alternative education settings can proactively assist youth with EBD in reaching behavioral and academic goals. The following article details the eight specific steps of precorrection, including a review of the prior literature, steps for implementation by staff in alternative education settings, and considerations for implementation.
Initial Validation Study of a Scale for Itinerant Vision Professionals to Determine Workload
Teacher workload leading to burnout is a significant problem facing many teachers today. The "Visual Impairment Scale of Staffing Pattern Analysis (VISSPA)" was designed to address the workload of vision professionals, teachers of students with visual impairments, and orientation and mobility specialists who work itinerantly with students who are visually impaired. This study attempted to determine the validity and reliability of the "VISSPA" through a mixed methods design. The study results indicated a high degree of validity and reliability of the new scale, based on feedback from 45 participants on a Likert scale and open-ended questions. Construct validity, consequential validity, and social validity of the tool were measured and found to all be supported by the data. The "VISSPA" was also found to be a reliable tool with a Cronbach alpha of 0.983, indicating a high degree of internal consistency. Ninety-one percent (n=45) of participants said they would use the "VISSPA" in the future to determine their workload.
From Research to Practice: The Creation and Implementation of Activity Schedules for Students with Autism Spectrum Disorders
This paper aims to inform other practitioners working with students with autism spectrum disorder about how to create and implement activity schedules for use in schools. This paper includes a review of research regarding the effectiveness of activity schedules on on-task behavior and the ability to transition. Creating these schedules has been broken down into seven steps for practitioners to follow. Suggestions are included to facilitate practitioners using this intervention for multiple situations. Several case examples are also included to highlight how activity schedules may be implemented in a school setting.
A Descriptive Study of Special Educator Student Teachers Using Assistive Technology
This descriptive research study was done at a small, rural-serving, liberal arts university within an online, graduate-level special education teacher preparation program. Participants were graduate students (n = 9) who were provided a technology kit as a recruitment tool. All participants were completing their licensure coursework over one year in an asynchronous format while working full-time as alternative special education teachers. The descriptive research project will detail the impacts of authentic Assistive Technology (AT) use as part of the teacher preparation program. Participants received instruction on using AT for their learning and teaching, emphasizing two primary topics: multimodal literacy AT tools and AT tools for accessibility and accommodation using the features native to the devices supplied in the technology toolkit. The study’s findings provide a lens into the positive impacts of implementing AT learning throughout a teacher preparation program resulting in increased implementation and teacher self-confidence.
Effectiveness of Using Telehealth to Increase Parent Skill Acquisition and Implementation of Behavioral Protocols
The purpose of this study is to determine the effects of parent training via telehealth to decrease noncompliance in 3 children diagnosed with Autism Spectrum Disorder using the Applied Behavior Analytic (ABA) technique, Behavior Skills Training. Behavior Skills Training includes four critical components: instructions, modeling, rehearsal, and feedback. A multiple baseline design is used to evaluate the effects of this approach on three participants. Pre- and post-assessments were used to evaluate a parent’s skill set with regard to understanding and effectively managing behavior from an Applied Behavior Analytic perspective. Training modules were presented by supervising behavior analysts and student interns at a university. The present results provide evidence demonstrating the effectiveness of telehealth-based parent-training modalities. All parents indicated that they were satisfied with the interventions provided via telehealth.
Modeling Co-Teaching for Collaborative Proficiency
Co-taught lessons representing four co-teaching models (One-Teach, One-Observe; One-Teach, One-Assist; Station-Teaching; Team-Teaching) were developed and implemented by one science education faculty, one mathematics education faculty, and one special education faculty as part of the one-semester science and mathematics education coursework for K-6 preservice teachers. Procedures for implementation of the co-teaching models are described. Focus-group interview data were gathered from a purposeful sample of 10 preservice teachers to explore the participants’ perceptions concerning the benefits of modeled co-teaching to their own collaborative preparation. Findings reveal that the preservice teachers viewed co-teaching favorably in terms of increasing their own knowledge of and ability to implement collaborative teaching practices.
Supporting Pre-service Teacher Pedagogical Development with Mursion and Video Analysis: A Pilot Study
Technology integration throughout educator preparation programs is an essential component that allows pre-service teachers to learn how to better facilitate and become proficient in pedagogical practices that can enhance teaching skills to support students with varied abilities. One approach to assisting pre-service teachers develop teaching skills is through targeted skills practice in a virtual environment coupled with reflecting using the video analysis model. Pre-service teachers need multiple opportunities to practice the use of explicit instruction in order to effectively implement the strategy in their future classrooms and this can be achieved through virtual reality platforms such as Mursion. The purpose of this study was to investigate the impact of Mursion simulated learning experiences and video analysis on the performance and self-efficacy of preservice teacher education students using explicit instruction. Findings suggest that the use of Mursion coupled with video analysis is a promising method for developing pre-service teachers’ pedagogical skills.
Seclusion and Restraint: A Scoping Review of the Peer-Reviewed Published Literature Since the GAO Congressional Hearing of 2009 Through the End of the 2020 COVID-19 Pandemic
Aversive procedures such as seclusion and restraint are generally viewed as emergency only procedures in school settings. However, they are still used too often to respond to student behaviors in schools. The purpose of this scoping review was to determine which types of documents have been published in peer-reviewed journals, the degree of progress that has been made toward the reduction in the inappropriate use of seclusion and restraints, and how these practices have impacted students with emotional and behavioral disorders (EBD) and/or emotional disturbance (ED). Our summary includes the type of article, antecedent and preventative variables, parent and student perspectives, policies, preventative measures, and legal cases in the literature across 32 peer-reviewed articles from 2009 to 2022. Key findings reveal an increase in the use of seclusion and restraint procedures, despite growing awareness and attention within the education sector. Additionally, the ongoing lack of staff training in emergency procedures suggest that the small number of staff employing these measures may be causing greater harm than previously reported in prior years. Further, we found individuals with disabilities (in particular students ED) and students of color or with linguistic diversity were much more likely to be secluded or restrained in school than their peers. Finally, the varied documents present within the peer-reviewed literature suggest an ongoing interest in advocating for students and their families who have experienced seclusion and/or restraints in school settings. Recommendations for research, practice, and policy are discussed.