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Direct linkCummings, Christa – ProQuest LLC, 2023
It is estimated that twenty percent of the general population has some signs of dyslexia, and eighty percent of the students eligible for special education under Specific Learning Disability (SLD) are eligible due to reading deficits. As research on dyslexia and our knowledge of best practice identification and intervention grows, it is no…
Descriptors: Dyslexia, Court Litigation, Response to Intervention, Multi Tiered Systems of Support
Barnett, Juliet E. Hart – Phi Delta Kappan, 2022
The prevalence rate of autism spectrum disorder (ASD) has grown dramatically, and the Individuals with Disabilities Education Act (IDEA) requires educators to use evidence-based practices to improve academic and/or behavior outcomes for children with ASD. There is definitive scientific evidence regarding the effectiveness of applied behavior…
Descriptors: Autism, Pervasive Developmental Disorders, Applied Behavior Analysis, Intervention
Kern, Laura; Yell, Mitchell L. – Center on Positive Behavioral Interventions and Supports, 2020
This Practice Brief was developed as a result of the roundtable dialogue that occurred at the 2019 Positive Behavioral Interventions and Supports (PBIS) Leadership Forum in Chicago, Illinois, and is not intended to provide comprehensive legal guidance. Districts/schools should consult with their district's legal resources for deciding on legal…
Descriptors: Students with Disabilities, Positive Behavior Supports, Educational Legislation, Equal Education
Yell, Mitchell L.; Katsiyannis, Antonis; Losinski, Mickey; Marshall, Kelsey – Intervention in School and Clinic, 2016
This article examines a case out of the U.S. Court of Appeals for the Third Circuit: "Ridley School District v. M.R and J.R. ex rel. E.R." (2012). The case is the first circuit court case in which the Individuals with Disabilities Education Improvement Act requirement that special education services be based on peer-reviewed research…
Descriptors: Peer Evaluation, Educational Research, Court Litigation, Federal Legislation
McKenney, Elizabeth L. W. – Communique, 2017
On March 22, 2017, the Supreme Court unanimously ruled that schools are obligated to provide more than de mimimus services for students with disabilities. The core issue in "Endrew F. v. Douglas County Schools" is how schools are to define the "A" in FAPE: What is an appropriate public education? Douglas County schools held…
Descriptors: School Districts, Educational Legislation, Autism, Individualized Education Programs
Hill, Doris Adams; Hill, Stephanie J. – Preventing School Failure, 2012
The authors examined 62 court cases occurring in 2009 from the LexisNexis database regarding students, ages 3-21 years, with various forms of autism spectrum disorder and violations to the Individuals with Disabilities Education Act. They analyzed procedural and substantive violations to the Individuals with Disabilities Education Act and the…
Descriptors: Autism, Disabilities, Public Education, Federal Legislation
Bon, Susan C.; Zirkel, Perry A. – Journal of Special Education Leadership, 2014
During the past two decades, scholars, educators, and special interest organizations, including advocacy groups, have critically examined and debated the ethical and legal use of aversive interventions with individuals with disabilities. These interventions comprise a broad spectrum of behavior management techniques including but not at all…
Descriptors: Timeout, Behavior Problems, Laws, School Law
Download full textHill, Doris Adams; Sukbunpant, Sasipin – International Journal of Special Education, 2013
The history of special education in the United States and Thailand has followed a similar path in many ways. Both countries made compulsory education mandatory to move in a positive direction in providing special education services to children with disabilities including the provision of services for children with ASD or Autism. In Thailand,…
Descriptors: Autism, Pervasive Developmental Disorders, Comparative Education, Disabilities
Etscheidt, Susan; Curran, Christina M. – Exceptionality, 2010
The reauthorized Individuals with Disabilities Education Act (IDEA) requires Individualized Education Program (IEP) teams to base the selection of special education, related services, and supplementary aids and services on peer-reviewed research (PRR) to the extent practicable. This article examines the intended purpose of the PRR provision and…
Descriptors: Individualized Education Programs, Intention, Peer Evaluation, Federal Legislation
Grosenick, Judith K., Ed.; Huntze, Sharon L. – 1984
Positive alternatives to disciplinary exclusion of behaviorally disordered children and youth are examined. Chapter 1 defines disciplinary exclusion and reviews its legal status. Chapter 2 describes common exclusionary practices (in-school suspension, continuous suspension, shortened school day, homebound instruction, alternative school placement,…
Descriptors: Behavior Disorders, Court Litigation, Discipline, Discipline Policy
Etscheidt, Susan – Behavioral Disorders, 2006
Both law and pedagogy require that educators address behavior interfering with educational progress for students with disabilities. The reauthorized Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and its predecessor, the Individuals with Disabilities Education Act (IDEA, 1997a), require individualized education program (IEP)…
Descriptors: Individualized Instruction, Individualized Education Programs, Attitudes toward Disabilities, Disabilities
Peer reviewedSmith, Carl R. – Exceptional Children, 2000
This article explores the status of implementation of the behavioral and discipline requirements of the Individuals with Disabilities Education Act of 1997. Data are presented from complaints, hearings, and court decisions that suggest that the overall discrepancy between competency expectation for Individualized Education Program (IEP) teams and…
Descriptors: Behavior Disorders, Compliance (Legal), Court Litigation, Disabilities
