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Drawing on eight waves of the Schools and Staffing Survey and the National Teacher and Principal Survey, we used a difference-in-differences research design to examine special education teachers' (SETs) responses to No Child Left Behind (NCLB) and the subsequent reauthorization of the Individuals with Disabilities Education Act (IDEA). IDEA was associated with decreases in the proportion of SETs with special education as a field of study and graduate degrees, an increase in co-teaching, and a decrease in the proportion of SETs working in a resource delivery model, with no evidence that NCLB influenced these outcomes. Little consistent evidence was found to indicate these federal policies influenced SETs' job attitudes (e.g., job satisfaction). We identified differences in these associations based on school poverty status and grade level. These findings help to better understand the status and challenges of the current SET workforce and the unintended consequences of federal reform policies. [ABSTRACT FROM AUTHOR]

The prevalence of students with visual impairments (VI) varies across the United States, yet no analysis exists on how individual state factors may correlate with the number of students receiving services. This study presents the results of an analysis of variations in eligibility criteria for the Individuals with Disabilities Education Improvement Act (IDEA) category "visual impairments including blindness" and a series of statistical models exploring correlations between prevalence rates for students with VI and state-level variables during the 2016–2017 and 2017–2018 school years. Multiple regression analyses indicated that requiring specific assessments as part of the eligibility process may strongly correlate to states' number of students with visual impairments reported in Child Count and explain the degree of difference between Child Count and total population reports. Child Count prevalence rates were higher in states that housed a preparation program for teachers of students with visual impairments. Implications for policy makers, administrators, and practitioners were discussed. [ABSTRACT FROM AUTHOR]

Since 1966 when we began our careers in special education, we and others in our cohort have seen substantial changes in our discipline. In our personal experience, we had the opportunity to work together in situations that led us to focus on practices and procedures that produced better outcomes for our students, and better outcomes for students became our primary metric for assessing educational recommendations. Regardless of the rationale, theory, or appealing argument for them, we wanted to know whether a proposed procedure helps students with disabilities succeed. Sometimes those procedures need to be employed in special places. We explain how we came to this perspective, why we hope that perspective does not get lost amid contemporary reform efforts, and what we hope it will mean for the future. [ABSTRACT FROM PUBLISHER]

Since 1997, revisions to the Individuals With Disabilities Education Act (IDEA) have shown promise for addressing special education equity concerns: For example, states have the option to use response to intervention (RTI) for determining and thus reducing inappropriate disability determination, and states and districts are required to assess and address disproportionality in special education eligibility and placement. Yet, despite policy revisions, equity concerns endure. Apparent policy inadequacies necessitate that special education research explores policy as a process whereby it is appropriated by local actors. Accordingly, we draw from critical policy scholarship to propose a framework for study of special education policy appropriation. The approach centers equity and attention to actors’ agency and structural forces. We discuss relevance of this framework and its theoretical tools for special education research concerned with how local actors enact federal special education policy. Finally, we provide suggestions for RTI policy research as a case-in-point. [ABSTRACT FROM PUBLISHER]

This article frames the past and future role of the parents of children with disabilities within the context of special education. We highlight their past aspirations: to organize nationally to assert that their children could learn, to codify into law their children’s right to an education, and to foster trust-based parent–professional partnerships. Using the past as a prelude to the future, we then identify two aspirations for the future: to foster empathy, compassion, and dignity; and to “get a life” rather than just “get an education.” The theme of future aspirations is to develop schools and communities where empathy, compassion, and dignity abound and where, as a consequence, children and adults with disabilities can experience across the full lifespan the Individuals with Disabilities Education Act’s outcomes of equal opportunity, independent living, full participation, and economic self-sufficiency. [ABSTRACT FROM AUTHOR]

Early intervention for infants and toddlers began with high hopes, but became mired in overspecialization, bureaucracy, and turf guarding. Nevertheless, two important advances in the field have been (a) a recognition that the child’s natural caregivers are in the best position to be the intervention agents and, concomitantly, (b) a rethinking of the role of early interventionist from directly working with the child to consulting with the child’s caregivers. Future directions for the field are (a) understanding the dose and quality of intervention the child receives from natural caregivers and (b) determining the subgroups or “clusters” of families in early intervention. [ABSTRACT FROM AUTHOR]

The related constructs of opportunity to learn (OTL) and achievement growth are fundamental aspects of the current large-scale assessment and accountability system in operation in the United States. For purposes of this article, OTL is defined as the degree to which a teacher dedicates instructional time and content coverage to the intended curriculum objectives emphasizing high-order cognitive processes, evidence-based instructional practices, and alternative grouping formats. Both OTL and achievement growth, although frequently talked about by education policy makers and teachers, are actually difficult to measure. Much of my research, in collaboration with other colleagues, over the past decade has concerned the measurement of these constructs in ways that facilitate teachers’ understanding of them and to advance sound policies regarding the instruction and assessment of students with disabilities (SWDs). In this article, I examine both the measurement of OTL and achievement growth, share recent research on them, and outline an agenda for future research on these two important aspects of standards-based accountability systems for all students. [ABSTRACT FROM AUTHOR]

This qualitative case study focuses on factors mediating an urban school’s enactment of Response to Intervention (RTI). Over one school year, we (a) observed weekly RTI meetings, (b) debriefed observations weekly, (c) interviewed RTI team members, and (d) examined procedural documents. Analyses included post-observation debriefing and coding fieldnotes and interview transcripts; categorical meaning and themes were coded recursively. Informed by critical policy studies research and theory, findings indicated limited supports and minimal technical understandings of RTI. Educators appeared to replicate pre-RTI special education eligibility determination processes, manifested in scripts about student diagnoses based on minimal “interventions” and deficit-laden representations of students/families. Findings highlight challenges with urban schools’ RTI enactment and justify future critical qualitative research regarding learning in schools shifting practice under policy directives. Although the study focuses on RTI as a case-in-point, findings have implications for future research that utilizes critical practice approaches to analyze ways local contexts mediate policy enactment. [ABSTRACT FROM AUTHOR]

Research about parent experiences with the special education system is largely dominated by the perspectives of mothers. Using purposeful sampling techniques, we interviewed 20 active fathers about their experiences navigating the special education system. All the fathers described three primary roles they experienced, including acting as a partner, advocate, and student. With respect to each of these roles, the fathers also described feeling as if they were not a part of the team, describing themselves as “the odd man out.” Each construct is discussed in detail, along with implications for practice. [ABSTRACT FROM AUTHOR]

This study investigated economic and demographic predictors of levels of inclusion of students with disabilities in 129 school districts. Multiple regression analysis was utilized to address the following research questions: (a) Is there a relationship between economic factors and percentage of highly included students with disabilities in general education when controlling for demographic factors? and (b) Is there a relationship between demographic factors and percentage of highly included students with disabilities in general education classrooms when controlling for economic factors? Results suggest a significant relationship between the economic variables of general education expenditure and special education expenditure, and the amount of time students with disabilities are included in general education classrooms. Implications for practice and future research are discussed. [ABSTRACT FROM PUBLISHER]

In post-Katrina New Orleans, Louisiana, there is a growing concentration of charter schools. The Recovery School District (RSD) has oversight of the majority of these schools. To explore charges from community advocates that RSD charter schools restricted admission and provided inadequate services for students with disabilities, the following questions were asked: Were students with disabilities admitted equally to charter and traditional schools in New Orleans? and How were the services for students with disabilities the same or different in charter and traditional schools? A case study research design that included both traditional and charter RSD schools was used. Data were gathered through examination of relevant reports from school entities and popular media. Additional data were gathered through interviews with district personnel and traditional school, charter school, and community disabilities advocates. Analysis of resultant themes indicated evidence of selective practices as well as differences in education provision for students with disabilities. [ABSTRACT FROM PUBLISHER]

Over the past 10 years increasing numbers of charter schools have been considered a viable option for many students seeking to obtain a quality education. Public charter schools and their administrators and teachers are obligated to follow the principles enshrined in federal mandates, such as the Individuals with Disabilities Education Improvement Act of 2004, Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act. This study examines the capacity of charter school operators to create environments and service delivery models that effectively address the needs of students eligible for special education services via a survey of Wisconsin charter school operators and a content analysis of the applications of independent charter schools. The results indicate that charter operators, particularly those presiding over schools considered their own local education agency, experienced significant challenges with addressing special education in the planning and implementation of their charter schools. Policy implications for the role of charter authorizers are explored. [ABSTRACT FROM PUBLISHER]

The number of children who would be eligible for, and benefit from, early intervention programs has dramatically increased during the past several years. However, those programs would have to meet the U.S. Department of Education’s criteria for being evidence based. Some programs that have proven successful would not be eligible but rather be considered data based by educational researchers. The purpose of this article is to review the major early intervention programs for children at risk for developing conduct problems and to determine which ones could be considered evidence based, research based, or neither. Issues related to determining whether a program is evidence based versus data based are presented, along with those addressing program efficacy and access for eligible children. [ABSTRACT FROM PUBLISHER]

This article provides an update of a previous analysis of the case law concerning manifestation determinations culminating in the revised pertinent provisions of the Individuals with Disabilities Education Act (IDEA) 2004. Specifically, the update consists of a synthesis of the legislative history, Office of Special Education Programs interpretations, and published hearing and review officer and court decisions that provide legal guidance as to the application of the manifestation provisions of IDEA 2004 and its 2006 regulations. The results reveal that thus far (a) the hearing and review officer and court decisions applying the new, causality criteria have continued at a higher but still modest rate (i.e., frequency per year) as the case law under the prior criteria; (b) the conduct in question remained focused primarily on drugs and, in various forms, violence; (c) specific learning disability and other health impairment (attention-deficit/hyperactivity disorder) continued to predominate as the disabilities at issue, but the Diagnostic and Statistical Manual of Mental Disorders diagnosis of oppositional defiant disorder became more frequent than in the prior case law; (d) the only new notable decisional factor was burden of proof; (e) the outcomes of the new case law has, with an unexpected but limited reduction, continued to predominate in favor of determinations that the child's disciplined conduct was not a manifestation of the child's disability; and (f) procedural issues have played a limited role in terms of reversing such district manifestation determinations. [ABSTRACT FROM AUTHOR]

The Individuals with Disabilities Education Act mandates that students with disabilities be provided the necessary special education and related services that will allow them the benefit of a free and appropriate public education. Individualized Education Programs (IEPs) are the product of a team planning process that facilitates the coordination of such services for all students with disabilities in public schools who receive special education services. The purpose of the current study was to examine the association of student IEP participation with academic achievement across time. Although research has indicated the potential value of student participation in IEP meetings in developing self-determination skills, the relation- ship between student participation in IEP meetings and academic achievement has yet to be empirically examined. This article provides evidence that supports a positive association between student IEP participation and academic outcomes for students with disabilities at the elementary school level. [ABSTRACT FROM AUTHOR]

Performance mandates of the No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act of 2004 have demanded ever-greater access to the general curriculum for all students, including those with disabilities. Inclusive classrooms and the elevated expectations for all students have a profound impact on preservice teacher preparation. This study obtained information about preservice teacher preparation for inclusive classrooms from a national sample of faculty members in special education, elementary and secondary education, and curriculum and instruction at teacher-education institutions. Faculty perceptions of training efforts used to prepare preservice teachers for inclusion were assessed through electronic survey methods. The survey instrument used a 5-point, Likert-type scale and open-ended questions focused on program elements and perceived effectiveness of inclusion and collaboration. Results indicated a high level of agreement among respondents regarding training efforts and program effectiveness. The study identified issues with current practices, program coordination or collaboration efforts, and training needed for preservice educators. Recommendations for further research and programming suggestions for inclusion and collaboration are provided. [ABSTRACT FROM AUTHOR]

General and special education are confronting tremendous change resulting from legal mandates related to closing the achievement gap under No Child Left Behind and a focus on early intervention and prevention in the Individuals With Disabilities Education Act, 2004. As a result, schoolwide intervention approaches are under rapid development, evaluation, and implementation across the country. Based on these approaches, the authors present a conceptual model for redefining special educators as interventionists who focus on the adoption and use of evidence-based, schoolwide academic and behavioral interventions. Examples of the roles and responsibilities for interventionists within the schoolwide model are provided. [ABSTRACT FROM AUTHOR]

Under the requirement of both the Individuals With Disabilities Education Act (1997) and No Child Left Behind (NCLB; 2002), states are required to provide alternate assessment for students who cannot participate in general curriculum and statewide assessments. According to NCLB, states are required to report the progress of all students in science in the 2007-2008 school year. Due to a lack of research on how to teach science for students with significant cognitive disabilities, states find themselves in a difficult position. The intent of this study was to examine the number of states that included performance indicators (PIs) for science in their alternate assessments. We also investigated how states generate their science PIs linked to the academic areas of the national standards set by the National Science Education Standards (NSES) and how to access these indicators to general curriculum for teaching science to students with significant cognitive disabilities. These findings are discussed with recommendations on how to access these indicators to general curriculum for teaching science to students with significant cognitive disabilities. [ABSTRACT FROM AUTHOR]

On November 14, 2005, the U.S. Supreme Court announced its decision in Schaffer v. Weast. This special education decision concerned which party bears the burden of persuasion when parents challenge a school district's Individualized Education Program (IEP) in a due process hearing. In this article, we define burden of persuasion and explain its application in Individuals with Disabilities Education Act (IDEA)-related cases prior to Schaffer; we discuss the relevant history of the case; we summarize the facts and analyze the reasoning of the majority, concurring, and dissenting opinions in the Supreme Court's decision; and we address the implications of the Schaffer decision for special educators and for the parents and children served by the IDEA. [ABSTRACT FROM AUTHOR]

The increase in the number of students with disabilities and special health care needs and their need for health care transition (HCT) creates opportunity for education and health services professionals to work together. In response to this opportunity, the authors developed an HCT teaching module for 6th to 12th graders. A concern that surfaced during the project was the sharing of personal health information by students during health-related instructional activities. The authors' concern evolved into a review of the confidentiality guidelines found in the Individuals with Disabilities Education Improvement Act of 2004, Family Education Rights and Privacy Acts of 1974, and Health Information Portability and Accountability Act of 1996 and their relationship to educational activities. This article describes what the authors discovered and its application to HCT instruction. [ABSTRACT FROM AUTHOR]

Although numerous investigations have examined the prevalence of autistic spectrum disorders (ASD) in the general population, have special education identification rates of autism kept pace? From the 1992-1993 to 2001-2002 school years, U.S. Department of Education data indicate an increase from 15,580 to 97,904 students with autism, an expansion of 528% and an annual average growth of 22.69%. The number of students with autism per 10,000 public school enrollees has correspondingly increased from 3.64 to 20.53 during this period. Despite this expansion, there remains a substantial gap between students identified with autism under the Individuals With Disabilities Education Act and current prevalence estimates of ASD, in large part due to underidentification of youngsters on the higher functioning end of the spectrum. [ABSTRACT FROM AUTHOR]