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The article offers information on individualized education program (IEP) enacted by the U.S. government for public schools, and mandated by the Individuals with Disabilities Education Act, that provide educational plans for students with all kinds of learning disabilities. It mentions about Supreme Court case Endrew F. v. Douglas Co. School on need to develop meaningful IEPs for students with disabilities; and improving academic achievement and functional performance of the students.

The article focuses on promoting college and career readiness (CCR) for all students in the U.S. It mentions about the enactment of Individuals with Disabilities Education Act which mandates education for students with disabilities; enactment of Every Student Succeeds Act which mandates all students are prepared for college and career; and enactment of individualized education program for supporting students in academic tasks.

The article offers suggestions for teaching children with childhood cancer. Topics discussed include identifying students requiring special education and related services under the Individuals With Disabilities Education Act; implementation of evidence-based practices for executive function (EF), emotional coping skills, and social skills; and using systematic instruction to aid students with deficits in working memory.

The article focuses on building relationships between immigrant families and educational professionals for providing education for students with disabilities in the U.S. Topics discussed include challenges faced by the educators in teaching immigrant students due to cultural difference; laws governing education for students with disabilities under Individuals with Disabilities Education Act; and its impact on the immigrant families who are unfamiliar with special education in the country.

The article focuses on incorporate academic skills among secondary students with autism spectrum disorder in the U.S. Topics discussed include student interests into transition planning, along with employment skill training for strengthen the skills; protects granted to education of students with disabilities under Individuals with Disabilities Education Act; and making student engagement in the programs.

The article focuses on promoting transition planning among students with disabilities by using a self-directed summary of performance in the U.S. Topics discussed include making student engagement in postsecondary education; protestations granted to the education of students with disabilities under Individuals With Disabilities Education Act; and developing a self-directed summary of performance among students.

The article focuses on the U.S. Supreme court case Endrew F. v. Douglas County School District regarding school must provide education to students with disabilities under the Individuals with Disabilities Education Act. It mentions that the court rules on special education with free appropriate public education (FAPE). It also mentions that educational services will ensure against persons needlessly being forced into institutional settings.

The article discusses child find activities under the U.S. Individuals With Disabilities Education Act (IDEA). It discusses the case Central School District v. K.C. by S.C. and S.C. in which the court concluded that district officials violated Child Find by failing to evaluate a student with academic deficits because the student was achieving grade-level benchmarks. It states that the IDEA provides federal funding to states to assist with the provision of a free appropriate public education.

The article discusses legal and practical considerations for educators for extended school year (ESY) services. Topics include eligibility for ESY under the U.S. Individuals With Disabilities Education Act; characteristics of ESY in context to speech and communication skills; and the court case which examined that whether students with disabilities were entitled to ESY.

The article discusses how to prepare students with disabilities to successfully transition into 21st century college and careers. Topics discussed include reauthorization of the U.S. Individuals with Disabilities Education Act (IDEA) which clarified the purpose of education for students with disabilities, the development of the Triangulated Gap Analysis Tool (TGAP) to assist students and educators, and how to calculate the discrepancy between performance of students and the needed benchmark.

The article discusses how teachers can infuse transition-focused education in elementary classrooms for students with disabilities. Topics discussed include how to incorporate self-determination activities in elementary curriculum, the importance of using role models for promoting career awareness in students with disabilities, and the requirement of transition planning under the U.S. Individuals With Disabilities Education Act (IDEA) since 1990.

The article discusses methods for avoiding procedural errors when planning and implementing individualized education programs (IEP) for students with intellectual or learning disabilities. The authors address procedural errors that may occur as schools attempt to comply with the U.S. Individuals With Disabilities Education Act (IDEA), including discussions of parental involvement in the IEP process and predetermining a student's IEP placement and program, and IEP meetings are discussed.

The article discusses how teachers can triangulate annual goals for the individualized education programs (IEPs) of students with disabilities to meet curriculum standards, address students' transition to postsecondary life, and meet industry standards of independent living, higher education, or the workforce. It covers the U.S. Individuals With Disabilities Education Act (IDEA) which calls for a results-oriented transition plan that prepares students for adulthood. Noted steps in triangulating an IEP include conducting transition-related assessments, identifying postsecondary goal skills and knowledge, and conducting a gap analysis of students' current skills and their postsecondary goals.

The article presents information on college attendance by students with intellectual disabilities (ID) in the U.S. The U.S. Higher Education Opportunities Act of 2008 (HEOA) provides students with ID with higher education transitional programs and postsecondary education access, while the U.S. Individuals With Disabilities Education Act (IDEA) provides students with ID the opportunity to take age-appropriate academic classes with students without disabilities. The Supported Higher Education Project (SHEP) in Kentucky is an integrated program approach which allows students with disabilities to take classes with other students with the help of individualized support models and peer mentors.

The article discusses how to use the summary of performance (SOP) in postsecondary education transition planning for students with disabilities in the U.S. Under the Individuals With Disabilities Education Act (IDEA, 2006), the U.S. Department of Education requires local education agencies (LEAs) to submit plans for academic achievement and functional performance for students with disabilities. A comprehensive model SOP was developed by the U.S. National Transition Assessment Summit (NTAS) in 2005 and is endorsed by organizations such as the Council for Exceptional Children (CEC), the Council for Learning Disabilities, and the Higher Education Consortium for Special Education, and allows postsecondary institutions to measure levels of performance and functional limitations of students.

The article discusses strategies for successful communication and collaboration between parents of children with disabilities and educators in individualized education programs (IEPs) that are mandated by the U.S. Individuals With Disabilities Education Act (IDEA). The authors look at communication over least restrictive environment (LEA) educational approaches which place students with disabilities in classroom settings like those of students without disabilities. Topics include educational leadership in IEPs, parent participation in IEPs in U.S. special education, and school district responsibilities for IEPs.

The authors discusses an individualized education program (IEP) planning process called Making Action Plans (MAPS) that situates parent involvement in U.S. special education around the needs of the student with disabilities. The article comments on the special education legal framework of the 2006 U.S. Individuals With Disabilities Education Act Regulations (IDEA regulations). Topics include the use of technologies such as internet video conferencing products provided by internet communications companies such as Skype and Yahoo, laptops, and document sharing technology such as Google Docs. Also discussed are low technology aids such as post-it notes.

The article discusses the use of evidence-based practice (EBP) in teacher-parent collaboration in U.S. special education for students with disabilities. The authors discuss EBP's emphasis in U.S. educational legislation such as the Individuals With Disabilities Education Act (IDEA), specifically IDEA's response to intervention (RTI) approach for identifying learning disabilities. Topics include the importance of involving parents in decisions about EBP in special education, EBPs impact on student outcomes, as well as explanations of EBP research design and literature reviews.

In this article the authors discuss changes to anti-bullying programs to specifically address the bullying of students with disabilities. They argue that Section 504 of the Rehabilitation Act of 1975, also known as the Individuals With Disabilities Education Act, requires schools to provide equal educational opportunities to students, including the right to learn in a safe environment. The authors emphasize the role of school staff members, faculty, and students, as well as parents of students and community members, in preventing the bullying of students with disabilities.

The article discusses teachers' responses to the behavior of students with an emotional or behavioral disability (EBD), offering advice to secondary school teachers concerning classroom practices that build positive and trusting relationships with students with EBD. The author suggests that students with EBD are often misjudged and misunderstood based on teachers' fears, labels, and prejudices. He argues that many students with EBD have experienced trauma and that they crave the respect and acceptance of teachers. Topics include the definition of EBD in the U.S. Individuals With Disabilities Education Act (IDEA), teacher communication, and self-efficacy in students with EBD.

The article discusses educational laws and legislation in the U.S. and outlines recommended steps that teachers should take when communicating their suggestions to education officials on process and policy changes. It explores the role of teachers in meeting the Individualized Education Programs (IEP) regulations of the U.S. Individuals with Disabilities Education Act (IDEA), discusses the reauthorization process of educational legislation in the U.S., and describes the process wherein regulatory agencies review public testimony and written comments from citizens when reviewing proposed legislation.

The article discusses the importance of collaboration between general and special education teachers for inclusive classrooms due to increased emphasis on accountability through the U.S. education laws Individual With Disabilities Education Act (IDEA) and No Child Left Behind Act (NCLB). It provides a description of several data-driven assessment strategies that can be used to measure the academic progress of special education students including teacher notetaking, student work samples, and event recording. Other topics include educational accommodations for students with disabilities, instructional design, and methods for teacher collaboration.

The article discusses teaching literacy to U.S. students with significant cognitive disabilities. An example is given of a student who suffers from cerebral palsy, seizures, and cognitive disabilities. The student has received systematic instructions on various goals, such as identifying colors. Topics include the importance of time delay as an effective teaching strategy in children with cognitive abilities despite the low rates of participation from many students, an overview of the Individuals With Disabilities Education Act (IDEA), and the goals of the Standard Course of Study (SCOS). An in-depth discussion of the seven comprehensive approaches for teaching students with cognitive disabilities literacy is presented.

The article discusses the Individuals With Disabilities Education Act, which has led to a great deal of litigation between parents of children with disabilities and school districts in the United States. The author examines cases that have made it to the United States Supreme Court, claiming that these cases are particularly important because they establish the legal standard for the entire country. Specific rulings regarding litigation about the content of special education lessons are detailed and analyzed.

The article discusses ways to resolve conflicts between families of special education students and schools. The Individuals With Disabilities Education Act promotes the collaboration between school districts and parents of children with disabilities, making it extremely important for teachers and school administrators to resolve any conflict quickly and tactfully. The author examines gaps in special education conflict resolution procedures, focusing on due process hearings, formal complaints, and mediation.

The article discusses the implementation of assistive technology (AT) and how this can impact special education students with an individualized education program (IEP), particularly how education professionals can decide if AT technology or services are suited to a particular student. The National Assistive Technology Research Institute (NATRI) has guidelines that are meant to help with the design of an appropriate AT plan, which is independent of an IEP. The steps involved with using an AT implementation form are laid out and include directions on filling out the student information, implementation team, and equipment portions of the form. The implications of the U.S. Individuals with Disabilities Education Act (IDEA) on AT is discussed.

The article focuses on the transition from school to work for individuals with disabilities in the U.S. It discusses the Individuals with Disabilities Education Act (IDEA) and the importance of individualized education programs (IEP). The Social Security benefits for people with disabilities are discussed and the work of the Social Security Administration (SSA) in helping the school-to-work transition is noted. It is suggested that Social Security benefits are often overlooked in the transition planning process, and the specific details of the benefits are explored.

The article discusses the process of writing individualized education plans (IEPs) for special needs students and the decision making process that is involved to find and implement meaningful teaching methods and activities. It is noted that present levels of academic achievement and functional performance (PLAAFP) and other evaluation data must be utilized in the IEP plan. The impact that the U.S. Individuals with Disabilities Act (IDEA) has on IEPs demonstrates that the measurement of academic progress is a central goal of any IEP.

This article presents information on culturally responsive practices in schools and provides a checklist to address the issue of disproportionality in special education. The authors examine the overrepresentation of students with racial, cultural, ethnic and linguistic diversity (RCELD) in special education. They explore how this has been handled from a legal perspective and discuss the passage of the Individuals With Disabilities Act of 2004 and the updated requirements that address this issue. The authors investigate the Checklist to Address Disproportionality in Special Education, discuss its purpose and examine how it has been used to promote improving the academic experience of RCELD students with disabilities.

The article discusses the role of data interpretation when making decisions concerning assistive technologies for use with children with disabilities in their individualized education programs (IEP). The author discusses the United States Individuals with Disabilities Education Act legislation and the No Child Left Behind Act of 2001 and states that each of these pieces of legislation put pressures on educators of special needs children be conscious of educational progress for such children. The author also discussed evidence-based education.

The article presents information on helping learning disabled young adults prepare for employment through the utilization of the "Road to Success" transitional curriculum model. It is noted that, despite the United States Individuals With Disabilities Education Act (IDEA), progress toward successful transition strategies between school and employment has been slow. Details relating to the "Road to Success" model are offered and include course goals, classroom practices, instructional methods and course concepts. Additional details relating to the implementation of the course are given. It is noted that the curriculum embodies a high degree of structure, repetition and practice.

The article presents an overview of events pertaining to responsiveness to intervention (RTI) as part of special education in the United States, beginning with the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997 and continuing through to May 2007, when the U.S. Office of Special Education Programs (OSEP) has committed to embedding RTI developments within the general education frameworks. The authors discuss the Learning Disabilities (LD) Initiative, which sought broad cooperation in ensuring accurate and efficient identification of students with specific learning disabilities (SLD), the regulations that exist in 2007 regarding RTI and identification of children with SLD, and the assistance available from the OSEP to help states implement RTI.

The article presents questions and answers related to educational law in the U.S. including how the response to intervention (RTI) process is interpreted in the court system, how the U.S. Individuals With Disabilities Education Act (IDEA) impacts children with Asperger's syndrome, and how mental retardation is legally defined.

The article presents questions and answers related to legal aspects of education including whether school districts must discontinue free appropriate public education (FAPE) services at the request of parents, whether the U.S. Individuals with Disabilities Education Act (IDEA) contains provisions regarding negative behavioral strategies and what state laws contribute to functional behavioral assessment (FBA) and behavior intervention plan (BIP) requirements.

This article presents questions and answers related to educational law and legislation including how students with tourette syndrome are recognized in the various pieces of educational legislation, how gender disproportionality is accounted for in the Individuals with Disabilities Education (IDEA) Act and if the IDEA act has requirements related to English language learners.

The article discusses the legal aspects and implications of the articles in the issue of the journal. The author discusses the article by Hong et al. about strategies for empowering students with disabilities and its relationship to Section 504 of the United States Americans With Disabilities Act (ADA). The author also discusses the article by Bender about children exposed to population-wide trauma and their status under the U.S. Individuals with Disabilities Education Act and/or Section 504 of the ADA.