Zach Rossetti

Biographic Data

ID6608214
NAMEZach Rossetti
GIVEN NAMESZach
FAMILY NAMERossetti
SIGNATUREROSSETTI Z
AFFILIATIONSBoston University, MA, USA
ORCID0000-0002-0616-7982
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS8
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2011
LATEST PUBLICATION YEAR2026
H-INDEX2

  • Introducing the Special Issue

    Open AccessHannah Morris Mathews, Melinda Leko et al.ARTICLERemedial and Special Education2026

    In this introduction to the special issue, we anchor the special issue in a shared definition of student voice research. Following this, we explore the need for student voice research in special education and discuss how research that centers the voices of students with disabilities aligns with the historical foundations of special education. We then introduce the articles that will be included in the special issue and consider how this scholarsh…

  • Speaking With, Not for

    Open AccessSarah A Rosati, Zach Rossetti et al.ARTICLERemedial and Special Education2026

    Elevating student voice is a critical need in the design, implementation, and dissemination of special education research. Centering student voice in special education research would increase opportunities for students with dis/abilities to act as causal agents in their own lives, yet students with dis/abilities are largely excluded from the student voice movement. In this paper, we operationalize a student voice orientation for pre-kindergarten …

  • “Not Sure How to Approach Them the Right Way”

    Open AccessZach RossettiARTICLERemedial and Special Education2025

    Friendships are personally valuable and developmentally important relationships for all people, yet friendships between students with and without intellectual and/or developmental disabilities (I/DD) remain infrequent, even in inclusive settings. Extant research indicates that opportunity barriers may play a more prominent role in friendship development than the social skills of students with I/DD. Furthermore, friendships are reciprocal and mutu…

  • Identifying the Correlates of Individual, Peer and Systemic Advocacy Among Parents of Children with Disabilities Who are Interested in Civic Engagement

    Open AccessMeghan M Burke, Chak Li et al.ARTICLEJournal of Developmental and…2024References: 4

    Parent advocacy is often critical for families of individuals with disabilities. Prior research has suggested that parent advocacy occurs across three levels: individual, peer, and systemic. Yet, little empirical research has identified the correlates of advocacy for each level. For this study, we examined the survey responses of 246 parents of individuals with disabilities who were interested in participating in a legislative advocacy program. A…

  • Perspectives of Transition-Aged Youth with Intellectual and/or Developmental Disabilities about Self-Advocacy and Civic Engagement

    Open AccessMegan C Best, Matthew Best et al.ARTICLEJournal of Developmental and…2024References: 3

    In alignment with the rallying cry of the self-advocacy movement, it is critical to center the perspectives of people with disabilities about their lived experiences. Yet, little is known about how youth with intellectual and/or developmental disabilities (IDD) engage in self-advocacy and civic engagement in special education. We conducted focus groups with 15 transition-aged youth with IDD across four states about self-advocacy and civic engagem…

  • Examining Family Testimonials for the Reauthorization of the Individuals With Disabilities Education Act

    Open AccessAbby Hardy, Kelly Fulton et al.ARTICLEJournal of Disability Policy…2024Cited by: 1References: 5

    In the last reauthorization of the U.S. Individuals with Disabilities Education Act (IDEA), families of individuals with disabilities provided less than 4% of the public comments. Given that families are equal partners in the decision-making process for students with disabilities, it is critical to understand their suggestions for IDEA. To this end, we analyzed the testimonials of 65 families of individuals with disabilities. Specifically, after …

  • Parent Leadership and Civic Engagement

    Open AccessZach Rossetti, Meghan M Burke et al.ARTICLEJournal of Disability Policy…2020Cited by: 3References: 5

    Although parent involvement is a cornerstone of the Individuals with Disabilities Education Act (IDEA), few individual parents of children with disabilities participate in civic engagement to voice their suggestions for the next IDEA reauthorization. To address this gap, a civic engagement training was conducted with 95 parents of children with disabilities across four states. At the end of the training, participants completed videotaped testimon…

  • The Development of Individualized Education Programs

    Open AccessWilliam H Blackwell, William Blackwell et al.ARTICLESAGE Open2014Cited by: 4References: 47

    There are more than 6.6 million students with disabilities in U.S. public schools who receive special education services, which means that there are 6.6 million Individualized Education Programs (IEPs) that have been developed and are being implemented at any given time. Each IEP represents real cost in educational opportunity, relationship building between families and schools, time, and resource allocation. Given this information, it is importa…

  • Helping or hindering

    Zach Rossetti, Zachary Stephen RossettiARTICLEInternational Journal of…2011References: 4

    This is an interpretivist qualitative study that explores the contexts and dynamics of friendships between three groups of young adults; each group includes an individual with autism or severe disability and nondisabled high school students. The most prominent finding identified in the data was that educators affected opportunities for social interactions between students with and without autism or severe disability. Educator influence on social …