Sections consider placement criteria for physical education services, use of test results for developing the individualized education program and determining the least restrictive physical education placement, placement criteria for noncurricular physical education, and basic provisions of federal laws. (SB)

A rationale is provided for integrating steps that are necessary both in minimum competency testing programs and in the process required under Public Law 94-142 (the Education for All Handicapped Children Act) for developing individualized education programs for handicapped children. (Author)

The article presents the major elements of the data-based program modification approach designed to comply with the individualized education program mandate of P.L. 94-142 (the Education for All Handicapped Children Act). Procedures for implementing each of the model's components are outlined. (SBH)

Reviews major changes for school districts under the reauthorized 1997 Individuals with Disabilities Education Act Amendments. The new amendments allow disabled children to be disciplined more effectively, require individual education plans to include a student-evaluation component, limit district responsibility for attorney fees, encourage…

The purpose of this research was to determine whether transient or mobile students attain lower levels of academic achievement than non-transient students and to identify the characteristics distinguishing transient from non-transient students. The study analyzed the assessment results, student characteristics, and school factors for approximately…

States and other educational entities receiving Part B funding under the Individuals with Disabilities Education Act (IDEA) submitted their Annual Performance Reports (APRs) and Section 618 Table 6 data together to the U.S. Secretary of Education on or before February 1, 2009. These reports may have been modified during the following few months,…

Since 1996, the Los Angeles Unified School District (LAUSD), located in Southern California, has been under a federal court consent decree requiring compliance with laws pertaining to the delivery of special education services and the elimination of architectural barriers in schools. In 2003, the consent decree was modified, creating…

The Education for All Handicapped Children Act was reauthorized as the Individuals with Disabilities Education Act (IDEA) in 1990. When reauthorized in 2004 it maintained the IDEA acronym although it is now the Individuals with Disabilities Education "Improvement" Act. The federal government further demonstrated its emphasis on…

The author investigated the level of participation and experiences of 5 Chinese parents of children with disabilities in individualized education program (IEP) meetings through observations and interviews. Results of the study suggested that the Chinese parents were dissatisfied with 12 of 15 observed IEP meetings. The level of parental…

Universal design for transition (UDT) refers to an approach to instructional planning, delivery, and assessment that bridges the gap between teaching academic and functional/transition goals. It builds upon the principals of universal design for learning (UDL) assuring that instructional practices are designed to meet the needs of diverse learners…

The Council of Chief State School Officers' "Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities" was first developed to establish guidelines for states to use for the selection, administration, and evaluation of accommodations for…

Austin Independent School District used $16 million in federal funds to support 25 ARRA IDEA projects to reduce the student academic achievement gap, reduce disproportionality, reduce dropout, improve district processes, improve teacher quality, and evaluate programs.

The Oregon Annual Program Plan for fiscal year 1979 sets forth the state's policies to provide all handicapped childre (6-20 years old) with a free appropriate public education, as mandated by P.L. 94-142, the Education for All Handicapped Children Act. Addressed are the following topics: right to education, full educational opportunity timetable,…

Describes current special education identification, classification, and assessment practices, and evaluates them in light of emerging concerns about their reliability, usefulness, and fairness. Alternatives to conventional practices are discussed, and a revised funding system that can yield the dollar figure available to support the special…

"Learning disability" is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Following a brief story about a child with a learning…