Research

Having students actively participate in their IEP meetings helps ensure IEP meetings are student-focused, which may prevent conflict and increase parent satisfaction. In practice, students are often not invited to their IEP meetings until they are transition age. In this presentation to the Council for Exceptional Children, Lane discussed parent perceptions of early student involvement for their deafblind children. ​ Participants learned to: 1. Identify the barriers to involv

Transitions are challenging for deafblind children and their families. Much research has been done on postsecondary transition but the IFSP/IEP transition and transition from preschool to kindergarten are also fraught with challenges. In this presentation, to the Council for Exceptional Children, Lane discussed current research and strategies for a positive transition for students and their families. ​Participants learned to: 1. Understand the changing family support needs of

I am the mom of two boys who are deafblind resulting from Usher syndrome, our oldest being 22. I did not learn about the Expanded Core Curriculum (ECC) until our oldest son was in high school. Until that point, our son’s Individualized Education Program (IEP) team was focused solely on supporting his academic progress. He also had an orientation and mobility specialist who worked with him on cane skills and a teacher of students with visual impairments who consulted on an as-

In March 2020, school buildings closed with little notice and students were forced out of the physical classroom because of the COVID-19 pandemic. Too many students with disabilities were left without the services and supports they needed—and that were included in their Individualized Education Programs (IEP). Special educators and related service providers struggled to quickly provide services and supports virtually. Some schools had systems already in place and were able to