Kurth, Jennifer A.Ruppar, Andrea LMcQueston, Jessica AMcCabe, Katie MJohnston, RussellToews, Samantha Gross2020-01-282020-01-282019Kurth, 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:10.1177/0022466918791156https://hdl.handle.net/1808/29937Supplementary 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.supplementary aids and servicesleast restrictive environmentindividualized education programssignificant support needsArticle10.1177/0022466918791156https://orcid.org/0000-0002-5947-7642openAccess