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The article informs that Individuals with Disabilities Education Act, the primary special education law of the U.S., requires schools to start transition planning for students with disabilities at or before age 16. It is noted that federal law requires schools to provide compensatory services for students with disabilities to make up for interruptions in services that caused them to fall behind on expected progress.

The article discusses the increasing challenges of diagnosed dyslexia and autism among school children and mentions need of federal government for school districts to educate children with disabilities. Topics discussed include federal government authorized by the Individuals With Disabilities Education Act to pay excess cost of special education, the law signed by the former president Gerald Ford, and schools reimbursed by states for special education services.

The article examines how the federal funding for the Individuals with Disabilities Education Act has consistently fallen short of the target included in the law, leaving state and local officials on the hook.

The article focuses on importance of school leaders and administrators with disability referencing to a story of Winston Sakurai, principal of Ka'ōhao School, a K-6 charter school in Hawaii. Topics discussed include students served under the Individuals with Disabilities Education Act (IDEA) and experience of leaders with disabilities help special student adjusting to new diagnoses using their experience; and impact of adult experiences on the students.

The article discusses efforts by some U.S. states to help educators to become certified special education teachers in violation of the U.S. Department of Education's Individuals with Disabilities Education Act, which requires adequate training for special education teachers.

The article focuses on roles of special education teacher during an emergency. Topics discussed include emergency preparedness done by the individualized planning by the educators in talking through safety strategies with parents; clipboard prepared by teachers that are kept in classroom contains information on each student collected at the beginning of the school year; and emergency plan under Americans with Disabilities Act and the Individuals with Disabilities Education Act.

The article offers suggestions for several national and regional organizations of school districts and superintendents how their members are planning to manage the needs of students with lingering effects of COVID. It mentions virtual learning and scheduling flexibility to curriculum adjustments and permission to use elevators instead of stairs. It also mentions Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973.

The article reports on transitional plans in the U.S. Individuals With Disabilities Education Act (IDEA) for students. The author focuses on changes made to the legislation to create postsecondary education opportunities for students with disabilities. Other topics include parental advocacy, summary of performance, communication between school districts and colleges, and networking.

The article reports on the decline of the quality of schooling and educational services offered to incarcerated juveniles in the U.S. Topics discussed include the increase of the number of juveniles in privately and locally run correctional facilities, the complaints on the violation of the Individuals with Disabilities Education Act provisions, and the assessment of the individualized education program (IEP) offered to incarcerated juveniles.

The article discusses the legacy of the U.S. law known as the Individuals with Disabilities Education Act (IDEA), originally known as the Education for All Handicapped Children Act in 1975. Topics include the lack of federal funding for IDEA special education provisions, a cultural change in the role of people with disabilities in the U.S., and the funding formula for allocation of federal funds to state special education funding.

The article reports on a U.S. Supreme Court case, "Board of Education of the City School District of the City of New York v. Tom F," in which the district and a parent disagree over attempts to provide an appropriate education plan for a student with a learning disability. The case is summarized as a question of whether parents can receive reimbursement for private school placement without a child first having tried public education or services. Further information on the case is included.

The article discusses state spending on special education has increased in the U.S. It mentions federal Individuals with Disabilities in Education Act governs how K-12 schools provide services to students with disabilities; and education groups have asked the U.S. Dept. of Education to waive maintenance effort of requirements for special education services.

The article offers a report by the Federal Government Accountability Office related to the differences in how states identify and evaluate students with disabilities under the U.S. Individuals with Disabilities Education Act.

The article offers information on the complying the special children with the federal law. Topics discussed include information on the U.S. Individuals with Disabilities Education Act; discussions on the compensatory education for the students with disabilities; and the information on the steps taken by the special education administrators for the special children.

The article informs on the a U.S. Supreme Court case Department of Commerce v. State of New York addressing whether the U.S. President Donald Trump's administration properly added a question about U.S. citizenship to the 2020 census. It informs on issues of the case related to Title 1 compensatory educational aid to school districts, and grants to states under Part B of the Individuals with Disabilities Education Act.

The article presents the Dr. William W. Henderson Inclusion School in Boston's Dorchester neighborhood and discusses how parents and educators can team up on special education. According to the author, to build good relationships and partnership between parents and schools need to establish trust, eliminate unequal dynamics, and congress needs to put more money into the Individuals with Disabilities Education Act (IDEA).

The article focuses on the teaching of Braille in schools in the U.S. It discusses the increase in proficient Braille readers among students with visual impairments and the use of technology in promoting Braille is explored, such as with laptop computers that can convert text into Braille for students. Information about the history of Braille reading in the U.S. is also provided and the importance of teaching blind and visually impaired students to read is discussed.

The article states that a rule associated with the U.S. legislation the Individuals with Disabilities Education Act (IDEA) requires U.S. states to begin utilizing a standardized process to determine if significant disparities exist within school districts concerning the identification, placement, and discipline of minority students with disabilities. The article also discusses the concept of educational equity as it relates to former U.S. president Barack Obama's My Brother's Keeper initiative.

The article examines federal education aid in the U.S. as of 2017. Particular focus is given to how this relates to President Donald Trump and his policies. Additional topics discussed include the U.S. Department of Education's budget, conservative views on education, Title I and the IDEA (Individuals with Disabilities Education Act).

The article looks at Endrew F. v. Douglas County School Board, a U.S. Supreme Court Case in which the parents of an autistic student in Colorado contend that the individualized education program created by the Douglas County school district did not offer him an educational benefit. It discusses how the case has been interpreted through the U.S. Individuals With Disabilities Education Act (IDEA) by several previous courts including the U.S. Court of Appeals for the 10th Circuit in Denver, Colorado.

The article discusses the U.S. Supreme Court case of Fry v. Napoleon Community Schools and dispute over the use of a service dog for disabled student Ehlena Fry. Emphasis is given to topics such as potential violations of the Americans with Disabilities Act of 1990 and the Rehabilitation Act of 1973, the use of a service dog in the classroom, and administrative options under the Individuals with Disabilities Education act.

The article provides information on children's trauma. Topics discussed include two basic kinds of trauma as defined by the National Institute of Mental Health, whether adverse childhood experiences (ACEs) are the same as trauma, and effect of intense trauma and chronic toxic stress on health. It also mentions federal law about trauma-informed schools which includes Every Student Succeeds Act and Individuals with Disabilities Education Act.

The article offers information on the planning of Mexico government to implement the Every Student Succeeds Act (ESSA). Topics discussed include information on the approval of the ESSA plans by the U.S. Secretary of Education, Betsy DeVos; discussions on the letter-based accountability system in Indiana; and conflicts with the federal special education law, the Individuals with Disabilities Education Act.

The article offers information on the legislation by the federal district judge that the U.S. Department of Education cannot delay implementation of a policy intended to draw closer attention to minority over-representation in special education under the Individuals with Disabilities Education Act. Topics discussed include information on the view point of the U.S. president Donald Trump administration over the act and the views of the district special education leaders in the U.S.

The article reports that U.S. District Court Judge Tanya Chutkan has vacated U.S. Department of Education's decision to delay an Obama-era rule that identifies how minority students are identified and served in special education. The judge held delay in violation of the Administrative Procedure Act, wherein minority students for special education right is governed under the Individuals with Disabilities in Education Act.

The article presents comments from educators, researchers and advocates on the proposal of the U.S. federal government for school districts to use part of their federal money to provide early intervention in an attempt to identify minorities for special education. Issues and concerns raised are flexibility of states in exempting districts from setting aside special education funds, over/underidentification of students of color, and the tenets of the Individuals with Disabilities Education Act.

The article reports on the increase in the number of special education students in U.S. states since the 2011-2012 school year. Topics cited include the contributing factors to the increase including the rapid growth in disability categories including autism, the total number of children and teenagers who are covered by the Individuals with Disabilities Education Act (IDEA) and the factors that affect the shifts in disability categorization including changes in intervention policy.

The article discusses the 115th U.S. Congress in regard to education policy, particularly focusing on the U.S. legislation the Every Student Succeeds Act (ESSA), legislation that reauthorized federal career and technical education, and questions concerning the legislation the Individuals with Disabilities Education Act (IDEA).

The article discusses a January 2018 finding by the U.S. Department of Education that the state of Texas violated the U.S. legislation the Individuals with Disabilities Education Act (IDEA) by blocking children who were potential qualifiers for special education.

The article states that the Arizona education department misallocated $15.2 million of funding of the U.S. legislation the Disabilities Education Act to the wrong schools.

The article reports on the use of complaint procedures from the U.S. Individuals with Disability Education Act in relation to the use of hearing officers by parents in claims.

The article reports the Georgia Network of Educational and Therapeutic Support (GNETS) group of alternative schools is being challenged by the U.S. Justice Department for allegedly violating the Americans with Disabilities Act (ADA) with respect to the right of students with behavioral disabilities to be placed in the most integrated setting appropriate to their needs. Topics include the U.S. Supreme Court case Olmstead v. L.C. and the U.S. Individuals with Disabilities Education Act.

The article discusses Louisiana Act 833, which allows for alternative methods of individualized education program (IEP) development for students with disabilities but may violate the federal No Child Left Behind Act and Individuals With Disabilities Education Act. The article addresses graduation rates for special education students in Louisiana. The opinions of deputy director Shawn Fleming of the government body Louisiana Developmental Disabilities Council are noted.

The article reports that the special education services case Blackman-Jones, which affected students in the District of Columbia and ruled on the U.S. Individuals with Disabilities Education Act, has been dismissed by U.S. District Judge Paul Friedman.

The article presents a study which showed that the response to intervention (RTI) instructional model aimed at assisting students who are struggling academically is widely adopted in the U.S. as of mid-February 2017. Also cited are the 2004 Individuals with Disabilities Education Act that allows such model, and the comments by Professor Robert G. McKenzie of University of Kentucky and Tina M. Hudson of East Tennessee State University on their study.

The article reports that the U.S. Supreme Court has set January 11, 2017 as the date that it will hear Endrew F. v. Douglas County School District that will have a major effect for students and for school districts in regards to the Individuals With Disabilities Education Act.

The authors discuss the implementation of the One Year Plus educational policy, which shifts the focus of special education in the U.S. from legal compliance to educational results, or results-driven accountability. They address the Individuals with Disabilities Education Act (IDEA), individualized education plan (IEP) changes, and the implementation of the policy in Baltimore, Maryland.

The article reports that as of 2013 U.S. federal funding for special education has been cut due to the removal of funding as part of the 2013 U.S. budget sequestration cuts, reducing federal support for provisions of the U.S. Individuals With Disabilities Education Act (IDEA).

The article discusses U.S. Representative John Kline's February 2013 meeting with his congressional district in Burnsville, Minnesota, to hear concerns about educational finance related to the federal budget from school superintendents. Topics include Minnesota superintendents' support for special education finance and the Individuals with Disabilities Act (IDEA), as well as superintendents' concern for the reauthorization of the Elementary and Secondary Education Act (ESEA).

The article reports that the U.S. Department of Education has implemented policy changes to its maintenance-of-effort requirements for special education funding, which previously stated that school's could not reduce budgets for special education programs, and provides criticism from special education advocates regarding the decision. Comments are presented from Kathleen B. Boundy, the co-director of the nonprofit Center for Law and Education, and the Individuals with Disabilities Education Act (IDEA) is discussed.

The article reports on the funding tactics being used by U.S. school districts to help ensure that money is available for building virtual education programs. Emphasis is placed upon the federal funding available through Title I and Title III of the Elementary and Secondary Education Act (ESEA) and through the Individuals With Disabilities Education Act (IDEA). The benefits of online education and virtual classrooms are also discussed.

The article discusses a pilot voucher program to help finance school costs for U.S. military families with children who have special education needs such as autism. The details of the program are presented, including an evaluation by the U.S. Department of Defense by 2015. Other topics include individualized education programs (IEPS), the U.S. Disabilities Education Act, and the perspectives of several military families with special needs children.

The article reports on an increase in skepticism regarding the U.S. Department of Education ratings of special education programs in the U.S. which is being seen in the U.S. in 2010. Skepticism has developed about the ratings, which were developed to fulfill requirements of the U.S. Individuals with Disabilities Education Act, because education officials have found that the ratings do not show whether special education programs have led to better education for disabled students.

The article discusses the use of federal economic stimulus funds for educational technology. The U.S. government has offered states funds through the Enhancing Education Through Technology (EETT) program for use in competitive grant programs and professional development. Some money from the Title I program and the U.S. Individuals with Disabilities Education Act (IDEA) has been used to purchase technology such as laptop computers and electronic whiteboards through cross-program initiatives.

The article provides information on the "Dear Colleague Letter," guidance from the U.S. Department of Education which states that virtual schools operated by states and districts are covered by the same mandates as physical schools regarding the Individuals with Disabilities Education Act.

The article presents a study by the U.S. Department of Education, which showed that 26 states and the District of Columbia need support to comply with the requirements of the Individuals with Disabilities Education Act as of July 2016.

The article focuses on a proposed regulation by the U.S. Department of Education that would require school districts to identify minority students eligible for special education services. Topics discussed include the goal of controlling bias and disproportionality in providing special education, the introduction of the Individuals with Disabilities Education Act in 1997, and the identification of minorities that needs additional academic and behavioral support in general education.

The article discusses the 2016 budget of the U.S. Education Department which include the allocation of $500 million to $14.9 billion for the neediest students under the Individuals with Disabilities Education Act.

The author reports on the actions that were taken by former U.S. Senator Edward Kennedy on behalf of education. Educational laws that Kennedy had a part in creating or changing are mentioned, including the U.S. Elementary and Secondary Education Act, the U.S. No Child Left Behind Act (NCLB) and the U.S. Individuals with Disabilities Education Act.