Types of Supplementary Aids and Services for Students With Significant Support Needs

Jennifer A Kurth, Andrea L. Ruppar, Jessica A. McQueston, Katie M. McCabe, Russell Johnston, Samantha Gross Toews

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

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.

Original languageEnglish (US)
JournalJournal of Special Education
DOIs
StateAccepted/In press - Jan 1 2018
Externally publishedYes

Fingerprint

Students
student
Special Education
special education
Curriculum
accommodation
content analysis
personnel
Learning
Education
curriculum
Law
Research
learning
education

Keywords

  • individualized education programs
  • least restrictive environment
  • significant support needs
  • supplementary aids and services

ASJC Scopus subject areas

  • Education
  • Rehabilitation

Cite this

Types of Supplementary Aids and Services for Students With Significant Support Needs. / Kurth, Jennifer A; Ruppar, Andrea L.; McQueston, Jessica A.; McCabe, Katie M.; Johnston, Russell; Toews, Samantha Gross.

In: Journal of Special Education, 01.01.2018.

Research output: Contribution to journalArticle

Kurth, Jennifer A ; Ruppar, Andrea L. ; McQueston, Jessica A. ; McCabe, Katie M. ; Johnston, Russell ; Toews, Samantha Gross. / Types of Supplementary Aids and Services for Students With Significant Support Needs. In: Journal of Special Education. 2018.
@article{1fb7906f8a65488c88aa4554865a68c0,
title = "Types of Supplementary Aids and Services for Students With Significant Support Needs",
abstract = "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.",
keywords = "individualized education programs, least restrictive environment, significant support needs, supplementary aids and services",
author = "Kurth, {Jennifer A} and Ruppar, {Andrea L.} and McQueston, {Jessica A.} and McCabe, {Katie M.} and Russell Johnston and Toews, {Samantha Gross}",
year = "2018",
month = "1",
day = "1",
doi = "10.1177/0022466918791156",
language = "English (US)",
journal = "Journal of Special Education",
issn = "0022-4669",
publisher = "SAGE Publications Inc.",

}

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

PY - 2018/1/1

Y1 - 2018/1/1

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

UR - http://www.scopus.com/inward/record.url?scp=85053317403&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85053317403&partnerID=8YFLogxK

U2 - 10.1177/0022466918791156

DO - 10.1177/0022466918791156

M3 - Article

JO - Journal of Special Education

JF - Journal of Special Education

SN - 0022-4669

ER -