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Students in the United States who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer-reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LDs). A multi-step article identification process revealed 13 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed. [ABSTRACT FROM AUTHOR]

The article focuses on the complexities that arise when parents of children with disabilities navigate the intersection of the Individuals with Disabilities Education Act (IDEA) and state family law during divorce and custody proceedings. It highlights the significant rights and responsibilities parents have under IDEA in developing and maintaining their child's education, and how marital difficulties can exacerbate the challenges of ensuring a free appropriate public education (FAPE).

Despite consensus on the importance of early detection and intervention for autistic children, health disparities exist, limiting access to timely services. One specific service type in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study aimed to assess access to Part C, Early Intervention services for children who were evaluated for autism spectrum disorder and to examine factors that predicted parent-reported access to these services. This study extracted sociodemographic and service access data from the medical records of 709 children aged 12–40 months who were evaluated for autism spectrum disorder. Results showed that only 50% of the sample had reportedly accessed Part C, Early Intervention services. Those who identified as Black had decreased odds of having accessed Part C, Early Intervention, relative to those who identified as White, while those with a lower age of first parent concern had increased odds of having accessed Part C, Early Intervention. When inputting the independently significant variables into the model, both variables, identifying as Black and a lower age of first concern, remained significantly associated with accessing Part C, Early Intervention. Future work should investigate how these disparities come to be. Health disparities are defined as preventable differences in the opportunities to achieve optimal health outcomes experienced by marginalized and underrepresented communities. For families with autistic children, health disparities limit accessing early intervention services—which have been found to improve quality of life and other outcomes. One specific early intervention service in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study adds to this topic by examining which factors impact accessing Part C, Early Intervention services for children who were evaluated for autism. Results showed that only half of the sample received these services despite there being concerns about development for all children. In addition, results showed that those who identified as Black had decreased odds of having accessed Part C, Early Intervention compared to those who identified as White. These results suggest that there are disparities when it comes to accessing important early intervention services that may be negatively impacting the Black autistic community. [ABSTRACT FROM AUTHOR]

This article describes the development and use of a first of its kind statewide implementation of an adapted Early Start Denver Model (ESDM). Supported by a collaborative partnership between stakeholders that included families, state agencies, and a state university, the intervention was implemented within the existing framework of a northeastern state's relationship-based Individuals with Disabilities Education Act (IDEA) Part C early intervention program. Participants were 194 families. The study examined the effectiveness and implementation costs of an adaptation of the ESDM using a coaching model to inform statewide implementation to improve outcomes for young children with autism spectrum disorder (ASD) in rural and low-resource states. Results indicated 194 children who received a monthly average of 10.90 hr of adapted ESDM for an average of 12 months demonstrated an improvement in the frequency of ASD symptomology for a total cost of US$2,511/child. Intervention intensity and child factors demonstrated varying influence on outcomes. This study contributes to the literature by demonstrating the potential for positive impact of an evidence-based practice scaled to a statewide model of early intervention for young children with ASD. [ABSTRACT FROM AUTHOR]

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]

Many physical education teachers and teachers of students with visual impairments have difficulty including children with visual impairment and additional disabilities. The lack of appropriate opportunities by teachers places this burden on parents to be more involved in their child's physical education programming. Parents can be key stakeholders in helping their children know the solutions to the barriers to involvement in physical activity and sports. As a result of parental involvement in their child's physical education, the child's motor competence may improve. Therefore, the purpose of this study was to determine the perceptions of parents with children with visual impairments and additional disabilities regarding their child's physical education. A survey was developed and validated by experts in the field. The analyses of this mixed methods survey included frequency analyses of the quantitative data and themes from the open-ended questions. Seventy-four parents/guardians with children with visual impairment including moderate to severe disabilities participated. Parental responses indicated that most children were provided physical education services; however, only 50% are satisfied with their child's physical education experiences. While most parents indicated they were actively involved with their child's programming, many barriers and support needs indicated a dire need for more training to support both parents and educators of youth with visual impairments and additional disabilities. [ABSTRACT FROM AUTHOR]

Chronic illnesses are conditions that last one year or more and require ongoing medical attention, limit activities of daily living, or both (Raghupathi & Raghupathi, 2018). Over 40% of school-aged children have at least one chronic health condition (Centers for Disease Control and Prevention, 2021). Children with chronic illnesses may need accommodations to their learning environment and can be protected by the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. Some of the most common chronic illnesses impacting students include respiratory disorders, bleeding disorders, sickle cell anemia, and diabetes. The purpose of this article is to discuss common chronic health conditions and how physical educators and coaches can provide an environment in which children with chronic illnesses are safe and successful while participating in physical activity. [ABSTRACT FROM AUTHOR]

The Special Education Process (SEP) demands the collaboration of various professionals and personalities to create the Individualised Education Plan (IEP), beginning with the evaluation conducted by clinical psychologists, psychiatrists and in this study, developmental paediatricians. Assessments acts as a keystone document, serving as basis for determining placement levels, student support requirements and depth of academic training to be implemented. With inclusion gradually being implemented in the Philippines, the study sought to determine the translatability of the assessment report produced by developmental paediatricians into the IEP. The study used documentary analysis of 50 individualised education plans derived from the assessment reports of 10 different developmental paediatricians. The documents were analysed to determine the presence of components needed to refer to in making the IEP. The data shows that the assessment reports have four components, namely profile, present level of condition, report and recommendation. These components can be used as reference material in creating the IEP, and as a basis for a structured approach in creating the document. However, the study also shows how the report content and structure slightly differ for each other, making some of the reports easier to refer to compared to others. [ABSTRACT FROM AUTHOR]

In March of 2023, the Supreme Court clarified the exhaustion requirement set out in the Individuals with Disabilities Education Act (IDEA), holding that plaintiffs do not need to exhaust administrative procedures if the type of relief that they are seeking is unavailable under the IDEA. In doing so, the Court left unanswered the question of whether the exhaustion requirement is susceptible to the futility exception--an exception that is currently recognized by eleven courts of appeals. This Comment provides an overview of the IDEA and its exhaustion requirement, including an analysis of exceptions to the requirement. I address the inconsistencies in the interpretation and application of these exceptions and the effect of the Court's restraint in deciding the issue. I argue that the futility exception fits in line with Congressional intentions and heeds judicial precedent. The Court's discretion furthers confusion in lower courts and impedes students' paths to relief. Finally, I analyze whether the Court's decision in Luna Perez could be utilized to expand the scope of exceptions to exhaustion, specifically exceptions for systemic violations. [ABSTRACT FROM AUTHOR]

Purpose: This review of federal statutes, regulations, administrative directions, and case law related to special education, disabilities, and school nutrition is designed to provide speech-language pathologists (SLPs) with information essential for determining eligibility children with pediatric feeding disorder (PFD). Despite the absence of mention of dysphagia or PFD in federal statutes and regulations, special education, disability, and school food service requirements provide direction for serving children with health care needs, which include children with dysphagia. The federal requirements, court cases, and policy interpretations are detailed to provide guidance to SLPs and their school teams when working with children with PFDs. Method: Federal statutes and regulations, administrative directions, and case law were reviewed. This review details the application of federal statutes and regulations for children with PFDs. Furthermore, administrative direction and case law identify the importance of attending to the safety of children with dysphagia. Results: As a result of this review, sections of the various federal statutes and regulations that support provision of services to children with PFD are identified. In addition, information from case law and administrative reviews further highlights the importance of attending to the rights and needs of children with PFD. Conclusions: The rights of all children with disabilities are established through statutes, regulations, and case law, and children with PFDs benefit from these rights. These requirements can guide SLPs in working with school teams, so that children with dysphagia can be found eligible for and receive school-based services for dysphagia. [ABSTRACT FROM AUTHOR]

Laws, practices, and research about reading difficulties have been gradually and rapidly changing since the passage of the Individuals with Disabilities Education Act in 1974. It is difficult for schools to keep up, especially when it takes approximately 16 years for research to reach widespread public knowledge. In this article, I frame the latest research about reading difficulties within the daily discussions occurring in schools. I address misconceptions and best practices about dyslexia, learning disabilities, screening, instruction, and a common, but unknown cause of reading difficulties—developmental language disorder. Research cited in this article come from studies funded by the National Institutes of Child Health and Development and the Institute of Education Sciences. [ABSTRACT FROM AUTHOR]

The article calls for actions to close the inequity gap in access to early intervention (EI) services for the treatment of sickle cell disease (SCD). It informs about the government funding that support EI programs under the Individuals with Disabilities Education Act . It urges for the expansion of eligibility criteria and increased funding to increase access to EI and for pediatricians to inform patients and families of programs and opportunities that support children development.

An introduction is presented in which the editor discusses articles in the issue on topics including young children facing maltreatment, parent views on early childhood special education transitions, and a parent-practitioner partnership framework named Parent-Implemented Intervention (PII).

The article discusses the use of American Sign Language (ASL) assessments to document the ASL skills of children who use sign language for communication and instruction. Topics include the availability of ASL assessments to teachers for administration with P-12 deaf students, information on the ASL Discrimination Test, and how educators can compare a student's ASL performance to that of his or her peers.