Supplementary Aids and Services in State Special Education Policy: Consistency or Confusion?

• In Event: Reimagining Policy and Practice in Special Education: Practices, Systems, and Equity

Abstract

The Individuals with Disabilities Education Act (IDEA) establishes a preference for the inclusion, allowing the removal of students with disabilities when “education in regular classes with the use of supplementary aids and services [SAS] cannot be achieved satisfactorily.” However, the definition of SAS in IDEA is broadly conceived, with no specific examples or types of SAS that must be attempted before removing a student with a disability from a general education classroom. This study utilizes a thematic analysis of 50 state-level special education laws, policies, and policy guidance to explore how states define and describe SAS. The findings support the need for more specific SAS guidelines to allow districts and advocates to ensure effective inclusive placement.

Authors

• James C. Coviello, St. John's University

• Reva Mathieu-Sher, Duquesne University

• Joseph A. Hogan, Kean University