This publication is designed to assist teachers, parents, and administrators in understanding what the recently reauthorized Individuals with Disabilities Education Act, both law and regulations, now requires, and how the provisions of both the law and regulations affect services and programs for children with disabilities. It provides information…

This book is designed to provide general and special education teachers with basic information in the workings of special education and to describe teachers' roles in designing meaningful programs for students with disabilities. An introductory chapter describes special education law, terminology, and professional standards. In addition, three…

This guide is designed to inform Illinois parents of children with disabilities about their childrens' educational rights and about special education services. Topics covered include: (1) steps to getting services, parent participation, and examples of modifications; (2) screening, referral, evaluation, and conference; (3) eligibility categories…

Presented in a question-and-answer format, this guide provides information to assist teachers of students with disabilities in writing quality Individualized Education Programs (IEPs). Following an introduction explaining the purposes of the IEP, the guide is organized around seven important steps in creating IEPs: (1) describe the student; (2)…

A rural Oregon school district collaborated with the regional program for deaf children and a college teacher preparation program in deaf education to provide an inclusive education for one deaf child. An outside assessment of the child was the basis of a staff development workshop on appropriate educational strategies for that child. Contains 15…

Highlights specific questions, concerns, and challenges faced by educators, parents, and students concerning assessment, accountability, accommodations, and alternate assessment. Examples of state assessment-accommodation policies are provided and reasons for providing test accommodations, requirements of Individualized Education Programs,…

This article discusses provisions under the Individuals with Disabilities Education Act that require all students with disabilities to have access to the general education curriculum and be assessed. The role of the Individualized Education Program in documenting student participation in state and district-wide educational assessments is explored.…

A study that examined state Individualized Education Program (IEP) forms found that out of the 41 with IEP forms, only 5 specifically addressed educational standards on their forms. Thirty-one states addressed the general curriculum on their IEP forms and 30 states listed three or more options for assessment participation. (Contains nine…

This study identified student and school-level factors associated with student achievement on the Ontario Secondary School Literacy Test (OSSLT), an examination that includes a student questionnaire examining home literacy practices. Linked student and school contextual data enabled the use of hierarchical linear modeling to complete the analyses…

The Secretary amends the regulations governing programs administered under Title I of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) (referred to in these regulations as the Title I program) and the regulations governing programs under Part B of the Individuals with Disabilities…

No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) both include a commitment to keep the public informed about educational progress that students are making, and both emphasize the importance of involving parents in the education of their children. An underlying assumption of NCLB and IDEA is that in order…

This study examined the recording of special educational needs as required by the 1980 and 1981 Education Acts of Scotland, focusing on differing criteria for opening Records of Needs. The study conducted a national survey over 4 sample months of recording activity, interviewed key informants (usually a school's principal psychologist or education…

A 2-year study of 18 schools across Oregon was conducted to provide descriptive information about the effects of supported education on students with and without Individualized Education Plans (IEPs). Regular classroom teachers and their supporting special education staff volunteered to teach and score performance tasks in their supported…

This handbook for parents explains how Wisconsin schools must go about finding, evaluating, developing programs for, and placing children with exceptional educational needs (EEN). The first section covers identification of EEN children, including Child Find, screening, and referral. The next sections look at evaluation of children by a…

This guide provides background information to help interpret Iowa state and federal rules as they apply to physical therapy (PT) for students with disabilities (birth to age 21) in educational settings. The first section defines professional personnel requirements and statements of licensure for the positions of physical therapist and physical…