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The article focuses on a guidance letter and 28 myths vs. facts for assistive technology (AT) devices and services released by the U.S. Department of Education's Office of Special Programming which clarifies federal mandates for schools to follow. Cited are effect of the guidance for school-based speech-language pathologists using AT in their services, the role of AT in the Individualized Education Plan (IEP), and ways to document AT throughout the IEP.

The article discusses the court case Perez v. Sturgis Public School which shows how Miguel Perez, a child with an individualized education program (IEP), can be overlooked that gaps in service-delivery systems and can result in long-term harm for children with disabilities. Topics include the failure of the school district to provide Perez with a free appropriate public education (FAPE), case details, and lessons learned from the case.

The article provides questions and answers related to multilingual assessment, including whether one can use standardized assessments and report the scores when testing multilingual learners, whether a monolingual English speaker can assess and provide services for multilingual students in schools, and how to start evaluating a multilingual student.

The article discusses the application of the U.S. Individuals With Disabilities Education Act (IDEA) assessment and eligibility requirements to help manage school-based workloads. Topics include the first step when investigating the possibility of a disability, how eligibility is determined, and importance of discussing eligibility in every individualized education program (IEP) meeting.

The article discusses the use of short, individual treatment through block scheduling by speech-language-pathologists (SLP) to help students progress and ease SLP workload. Topics covered include the advantages of less need for behavior management, enhanced articulation drill skills, and the convenience of lesser time and ready settings. Also noted are suggestions on getting started in block scheduling.

The article discusses the delay in the introduction of augmentative and alternative communication (AAC) to children with complex communication needs, along with the early introduction of assistive technology. Topics covered include the importance of early intervention to the development of at-risk children, the need to determine what type of AAC device best meets the needs of an infant or toddler and the benefit of teaching manual signs to babies with disabilities.

The article offers information on the ways on how to integrate response to intervention (RTI) approach to the workload of speech-language pathology (SLP). It states that RTI is an approach which ensure that the need of the students are met. It mentions the factors that need to be considered in the integration including educationally relevant speech-language services, service-delivery models, and flexible scheduling. It adds that SLP must communicate with teachers, students, and parents. INSET: The Oral Narratives Approach.

The article focuses on the special education eligibility for children with speech-language impairment. It mentions that in special education law, a child could be eligible to the program if the impairment has an adverse effect to educational performance of the child. It states that speech-language pathologist (SLP) need to understand the educational standard of the state to help children with speech-language impairment to be qualified for special education. INSETS: Role of Educational Audiologists;Prevalence of Children Eligible for Speech-Language Treatment.

The article focuses on several issues that the American Speech-Language-Hearing Association (ASHA) will continue to advocate for fiscal year 2020-2021 appropriations in the U.S. Congress. Topics covered include Individuals with Disabilities Education Act (IDEA) funding for students with disabilities, Early Hearing Detection and Intervention (EHDI) program for newborn hearing screening and early intervention services and continued advocacy for research funding.

The article presents some strategies to help balance the roles of school-based speech-language pathologists (SLPs) in the U.S. SLPs are urged to deepen their understanding of the requirements under the Individuals with Disabilities Education Act (IDEA). They are advised to obtain input from a variety of data sources and to offer direct services to students in the school district.

The article focuses on early hearing detection intervention (EHDI) programs for infants and children. It says that EDHI programs screen newborns and those identified with hearing loss are enrolled in early intervention. It says that early intervention shows better speech and reading comprehension. It mentions that Medicaid is said to be one of the major sources of funding for hearing services.

The article discusses how the 2009 U.S. American Recovery and Reinvestment Act (ARRA) will be allocated. According to the article, more than $98 billion in federal spending during the years 2009 through 2012 for educational legislation including the Individuals with Disabilities Education Act, Title I of the Elementary and Secondary Education Act and also of the U.S. No Child Left Behind Act, student aid, and state education. The specific goals that the ARRA funds will be used for are discussed.

This article presents information about various meetings of the American Speech-Language-Hearing Association (ASHA) throughout the U.S., which addressed regulations to the Individuals with Disabilities Education Act. Audiologists and speech-language pathologists spoke at these meetings, as did ASHA President Noma Anderson. Important points that were made at these meetings, in regard to early intervention and education of people with disabilities are discussed.

The article presents the U.S. Individuals With Disabilities Education Act Part B Final Regulations, including a comparison between the 1999 final regulations and the 2006 final regulations. Areas covered under the legislation include "assistive technology device," "personnel qualifications," and "early intervening services."

The article features Bernadette Laughlin, due process coordinator at the Ohio Department of Education's Office for Exceptional Children. Due to a shortage in special-education coordinators, Laughlin was usually the one asked for guidance during Individualized Education Program meetings by a school district in Columbus, Ohio where she had worked as a speech-language pathologist for almost 30 years. She attained a law degree in response to her district's need and her interest in education laws.

The article analyzes the possible impact on special education of regulatory changes and education budget proposed by the administration of U.S. President Donald Trump. The proposal is expected to pose some uncertainties regarding programs and policies for students with communication disorders. The Trump administration proposed to reduce the workforce, voucher program funding and federal oversight of the Individuals With Disabilities Education Act (IDEA).

The article discusses health care policy positions approved by the American Speech-Language-Hearing Association (ASHA) to guide advocacy on health care reform. Topics covered include the protection of the federal Medicaid Early, Periodic Screening, Diagnostic and Treatment (EPSDT) mandate, the protection of school-based reimbursement from Medicaid for medically necessary services and the opposition to increased Medicaid cost-sharing and implementation of high-deductible health plans.

The article discusses proper imposition of disciplinary actions to misbehaving students with disabilities in compliance to provisions of the Individuals With Disabilities Education Act (IDEA). Topics include guidance issuance for using behavior supports through a "Dear Colleague" letter to all state education agencies by the U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS) as well as individualized education program (IEP) interventions.

The article discusses the U.S. Government Accountability Office (GAO) report which focused on the U.S. federal legislation Individuals with Disabilities Education Act (IDEA). Topics explored include the percentage of students that qualify for services mandated by IDEA, the analysis of federal special education data from 2011 to 2016 by GAO, and the implementation of IDEA by U.S. states.

The article discusses a survey in which school-based audiologists and speech-language pathologists rated important issues related to the Individuals With Disabilities Education Act (IDEA) including early intervention and connection with the Early Hearing Detection and Intervention (EHDI) program.

The article reports on a resource issued by the U.S. Department of Education regarding a free, appropriate public education (FAPE) following the decision of the U.S. Supreme Court on the case Endrew F. v. Douglas County School District which clarifies the scope of FAPE. The resource features questions and answers about the issues addressed in the decision which concerns schools' compliance with the Individuals With Disabilities Education Act in regards to individualized education programs.

The author presents a personal narrative of her experience as speech-language pathologist fighting for resources to meet students' needs with the enactment of Individuals With Disabilities Education Act and the help of the American Speech-Language-Hearing Association in the effort.

The article outlines the priorities of the American Speech-Language-Hearing Association (ASHA) for advocacy and public policy initiatives in 2017. These include Medicare reimbursement and coverage policies, funding for school-based and early intervention services and social security benefit for public employees. Also mentioned is the group's plan to lobby to get bills related to the agenda items introduced into Congress.

The article reports the claim by the U.S. Department of Education's Office of Special Education Programs as of November 2016 that virtual schools should comply with the provisions of the Individuals With Disabilities Education Act (IDEA).

The article discusses the regulatory changes in the PART C of the Individuals With Disabilities Education Act (IDEA). It states that the U.S. states must establish and maintain the qualifications standards for the personnel. It also says that the U.S. states must provide intervention services to children starting at the age of three until they have entered kindergarten or elementary school. It adds the revised and new key definitions, and the native language among U.S. states.

The article focuses on the important role of audiologists in Individualized Education Program (IED). It states that audiologists must be part of the response-to-intervention (RTI) team to help in the design and implementation of educational strategies for students with hearing loss. It mentions the different stages that audiologists must consider including referral for special education under the Individuals With Disabilities Education Act (IDEA), IEP meeting with students, and implementation. INSET: Section 504 Plans Offer Accommodations.

The article reports on a 2016 guidance from the U.S. Department of Education's Office of Special Education and Rehabilitative Services that allows schools to use dyslexia, dyscalculia and dysgraphia in Individuals With Disabilities Education Act-related evaluations for service determinations.

The article reports on the re-introduction of the legislation that calls for the federal government to achieve its commitment to fund 40 percent of the cost of implementing the Individuals with Disabilities Education Act (IDEA) in the U.S. It states that Senators Tom Harkin and Pat Roberts introduced the bipartisan legislation to the Senate which requires states to provide an appropriate education for students with special needs. Further information on the provisions of the bill is presented.

The article discusses the guidelines for identifying students with speech impairments by the Texas Speech-Language-Hearing Association (TSHA), which were created because of the high number of students identified with speech impairments. TSHA based the guidelines in the four areas recognized in the U.S. Individuals with Disabilities Education Act: articulation, language, voice, and fluency. TSHA's template development for the guidelines and the survey results on the guidelines are discussed.

The article reports that the American Speech-Language-Hearing Association (ASHA) sent public policy and government relations staff to meet with the transition team for U.S. President Barack Obama in early January, 2009. ASHA presented a list of its top educational priorities which included funding for the Individuals with Disabilities Education Act (IDEA), the Parents Right to Know Improvement Act, and loan forgiveness for higher education.

The article focuses on the importance of including speech-language pathologists in developing treatment programs for children with autism spectrum disorder (ASD). Topics mentioned include comments from Melody Musgrove, director of the Department of Education's Office of Special Education Services on access to speech and language services for children with ASD, overview of the Individuals With Disabilities Act, and applied behavior analysis as one of the treatment methods for ASD.

The article discusses how the American Speech-Language-Hearing Association (ASHA) is preparing for the 111th U.S. Congress, which includes reaching out to committees on both political parties to discuss issues relevant to audiologists and speech-language pathologists. While economic recovery will be the priority before all other legislative initiatives, ASHA supports full funding for the Individuals with Disabilities Education Act and for improved implementation of the No Child Left Behind Act. INSET: ASHA-PAC Support.

The article focuses on the 2007 third term of the U.S. Supreme Court, which opened on October 1 by hearing the major case in the past two years that interprets the Individuals with Disabilities Education Act (IDEA). A discussion of the court's ruling on the case, which was the Board of Education of the City School District of New York v. Tom F., is presented.

The article reports the May 2007 results of Winkelman v. Parma City School District, in which the U.S. Supreme Court ruled that parents may represent their children's interests in special education disputes without hiring an attorney. The justices agreed that parents have some rights to self representation under the Individuals with Disabilities Act (IDEA), but a minority opined that the law does not allow parents substantive and procedural rights regarding their child's public education rights.

The article presents a timeline highlighting several important dates related to the U.S. Individuals With Disabilities Education Act (IDEA). The first is 2002, when Congress began revision work on IDEA 1997. It is followed by December 3, 2004 when the Individuals with Disabilities Education Improvement Act (IDEA 2004) became a law. Another date included is December 29, 2004 when the Department of Education called for input on regulation improvements.

The article discusses the final regulations that were released for Part B of the Individuals with Disabilities Education Improvement Act of 2004. The regulations were published on August 14, 2006 and will be implemented 60 days later. Several recommendations that were made the previous year are included in the regulations, including determining the eligibility of children that may have a specific learning disability and making sure that all parents understand what is going on at IEP meetings.

The article reports on the reauthorization of the U.S. Individuals With Disabilities Education Act. According to the author, school-based practitioners need to prepare for a flurry of the federal, the state, and the local regulation. The preparation will start in 2002 at the federal level, in the U.S. Congress, then moved to the federal regulatory arena, and wind up in the stales and local school districts.

A letter to the editor is presented in response to an article about the decision by the U.S. Ninth Circuit Court of Appeals to identify auditory processing disorders as "Other Health Impairment" in the September 2014 issue.

The article discusses a guidance issued by the U.S. Department of Justice and the U.S. Department of Education in November 2014 that aims to help public schools ensure that students with hearing, vision or speech disabilities communicate as effectively as all other students. The "Frequently Asked Questions on Effective Communication for Students With Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools" addresses the types of aids or services required for students.

The article discusses the declining number of due-process hearings relating to the Individuals With Disabilities Education Act (IDEA) in the U.S. from 2004 to 2012 based on the 2011 study conducted by the U.S. Department of Education.

The article offers information on a decision held by the U.S. Ninth Circuit Court of Appeals in 2014 concerning central auditory processing disorder (CAPD).

The article reports that the U.S. General Accountability Office has been tasked by the U.S. Congress to investigate the amount of paperwork required of special education administrators to comply with the requirements of the Individuals With Disabilities Education Act and other federal regulations.

The article focuses on the paper work and other administrative burdens which are a top concern of school-based speech language pathologists and audiologists. The U.S. Government Accountability Office (GAO) was asked to investigate the paperwork burden; federal efforts are already underway to reduce or eliminate onerous requirements. ASHA has also established an internal team to examine paperwork burden complexities and to develop regulatory and practice strategies to help address this issue.

The article reports that federal lawmaker's failure to reduce the federal deficit could lead the Office of Management and Budget (OMB) to issue sequestration guidelines cutting fiscal year 2013 federal spending by 7.8-14 percent. It discusses the challenges facing school systems struggling to cope with potential cuts to programs funded by the Individuals With Disabilities Education Act (IDEA) and the approaches taken to cope with the loss of funds. INSET: Sequestration: What Can You Do?.

The article offers information on the additional regulations for the Part C of the 2011 Individuals with Disabilities Education Act (IDEA), which covers the Early Intervention Program for Infants and Toddlers With Disabilities.

The article reports that 2011 American Speech-Language-Hearing Association (ASHA) President Paul Rao has called the attention to address issues important to speech language pathologists (SLPs) and audiologists. Rao highlights funding needs for early hearing detection and intervention (EHDI) programs and for Individuals With Disabilities Education Act (IDEA). According to Rao, audiologists and SLPs help in ensuring children's access to appropriate instruction in writing, spelling, and reading.

The article reports that U.S. President Barack Obama's budget request for fiscal year 2013 (FY 13). It states that the budget seeks 69.8 billion dollars funding for the U.S. Department of Education, but maintains the budgets for Individuals with Disabilities Education Act (IDEA) Part B state grants and the Elementary and Secondary Education Act (ESEA). The FY 13 budget also proposes the modernization, renovation and repair of elementary and secondary school buildings.

The article discusses the issue briefs on various topics including transition, referral timelines, and definition of terms, which was prepared by American Speech-Language-Hearing Association (ASHA) to aid in implementing the final 2011 regulations of Part C of the Individuals With Disabilities Education Act (IDEA).