Using qualitative methods, this study explored how states framed the need for their work, their motivations for implementation efforts and challenges, key partnerships in establishing and implementing the work, perceived impacts, and reflections on lessons learned, missed opportunities, and planned next steps.
This report explores how students receiving special education services in grades 7–11 experience inclusion in Utah’s schools. It examines patterns of core vs. non-core class inclusion, differences across student groups, and the relationship between inclusion and academic outcomes.
The USBE annually administers the Utah Indicator 14 Post School Outcome Survey Questionnaire as part of their reporting to the public and to the Office of Special Education Programs. The PSO survey is administered to students who had an Individualized Education Plan and who are no longer in school.
In this report, the UEPC reviews promising practices in special education teacher preparation by highlighting programs across the state of Utah.
In this report, the UEPC describes results from a statewide survey of special education teachers on their working conditions.
In this report, the UEPC examined the composition of Utah’s beginning special education teacher workforce. Specifically, this analysis focuses on changes in teacher/school characteristics and mobility patterns over time.
This report offers initial insights into the unique experiences of special education teachers and seeks to serve as a launching point for future work on this group of educators. It is a companion to the UEPC’s primary report on the 2019 ECAPS for Teachers, Educator Motivation, Satisfaction, and Persistence.