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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
Kurth, Jennifer A.
Ruppar, Andrea L
McQueston, Jessica A
McCabe, Katie M
Johnston, Russell
Toews, Samantha Gross
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Abstract
Supplementary aids and services 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 supplementary
aids and services selected for students with significant support needs using a conventional
content analysis of Individual Education Program (IEPs) from 88 students in grades K-12.
Results illustrate the wide variation in types of supplementary aids and services 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.
Description
Date
2019
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SAGE Publications
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Keywords
supplementary aids and services, least restrictive environment, individualized education programs, significant support needs
Citation
Kurth, J. A., Ruppar, A. L., McQueston, J. A., McCabe, K. M., Johnston, R., & Toews,
S. G. (2019). Types of supplementary aids and services for students with significant support
needs. Journal of Special Education, 52, 208-218. doi:10.1177/0022466918791156