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The article focuses on special education services for the student with disabilities by providing equal access to reading materials with assistive technologies. Topics include history of school enrollment of disabled student in special education services under the Individuals with Disabilities Education Act (IDEA); reading achievement of students with learning disabilities in contrast with that of student without disabilities; and use of assistive technology to mitigate reading disabilities.

The article focuses on relevance of assistive technology in fulfilling special educational needs of students with disabilities. Topics discussed include mandate of Individuals with Disabilities Education Act (IDEA) in providing assistive technology to students enrolled in Individual Education Plan (IEP), views of educator George Van Horn regarding relevance of Universal Design for Learning (UDL) in assessment of student learning and use of programs such as text-to-speech and graphic organizers.

The article discusses the effect of U.S. special education due process and Department of Education complaints on issues such as special education teacher burnout as of 2013. The U.S. Individuals with Disabilities Act (IDEA), education funding, and school attorneys are mentioned, as well as litigation management, educational mandates, and school administration. Individualized education programs (IEPs), legal settlements, and teacher training are also mentioned.

An interview with Juliana Urtubey, a bilingual elementary special education teacher in Nevada's Clark County School District and the 2021 National Teacher of the Year, is presented. Topics discussed include impact of the underfunding of the Individuals With Disabilities Education Act on teachers, ways to support English learners, and her views on just education.

The article focuses on the challenges facing schools in the U.S. in complying with the Individuals With Disabilities Education Act procedural requirements or providing Free Appropriate Public Education (FAPE) for students with disabilities during the pandemic. Topics discussed include complaints received by school districts regarding the education of students with disabilities, actions to be taken by school districts to comply with the FAPE provisions, and the technology gap in education.

The article discusses the February 2012 annual meeting of the nonprofit organization National School Boards Association's Federal Relations Network (NSBA FRN) in Washington, D.C. Delegations from states including Ohio, Georgia, and Montana are described, and the article mentions that the school board members informed U.S. Congress members of financial problems facing school districts. Legislative issues discussed include reauthorization of the Elementary and Secondary Education Act (ESEA), funding for the Individuals With Disabilities Education Act (IDEA), and unfunded mandates attached to the No Child Left Behind Act (NCLB).

The article discusses ways in which schools can store important data related to instruction and achievement in order to prevent data loss as a result of natural or man-made disasters such as a power outages. The author looks at the importance of digital information and technology in school administration and operation according to Keith Krueger, the chief executive officer (CEO) of the Consortium for School Networking (CoSN). Topics include back-up plans for digital storage systems and the importance of knowing what needs to be preserved, evidenced by the different regulations set by the Family Educational Rights and Privacy Act and the Individuals with Disabilities Education Act. Also discussed is the use of cloud computing to store data.

The article presents the results of a survey of school lawyers regarding the top legal problems encountered by school districts. The authors report that efforts to discipline or dismiss teachers were rated as the highest legal concerns in education due to high costs, tenure laws and bargaining agreements. Attempts by parents to legally protect their children from school disciplinary procedures were noted by school attorneys. Attorney John Robb notes how the U.S. No Child Left Behind (NCLB) Act and the U.S. Individuals with Disabilities Act (IDEA) have increased legal activity in education. The financial responsibility for placement of special education students has also resulted in legal action.

The article presents data on the disproportionate rates of African American students in special education being suspended or expelled across the U.S., as of 2019. Topics covered include the 2018-2019 data which show that African American students account for 42.2% of suspensions, the procedural safeguards of the Individuals with Disabilities Education Act and the need of schools to adopt positive practices that involve parental engagement and effective preventive measures.

The article discusses the legal issues that are likely to arise when schools respond to threats to safety. An illustration of what can happen when school officials are told of a student's threat is presented using the decision from the 9th Circuit Court of Appeals in the case McNeil v. Sherwood School District. Additional legal issues that would have arisen if the student had been in the school's special education program considering the Individuals with Disabilities Education Act are cited.

The article focuses on crowdfunding sites for educational funding and potential liability posed by them. Topics discussed include violations of Individuals with Disabilities Education Act (IDEA) and Family Education Rights and Protections Act (FERPA), safeguards of the site DonorsChoose.org meant for protection of schools but evades protection of school employees and regulation prohibiting use of student's pictures on the sites.

The article discusses whether the federal funding issues would affect the education and school districts in U.S. Deborah Rigsby, National School Boards Association(NSBA)'s director of federal legislation said that generally the fiscal year begins with short-term appropriation bills. But these bills do not provide certainty of funding levels. This year's major goal was to sustain investments for Title I grants for disadvantaged students and for the Individuals with Disabilities Education Act.

The article reflects on the U.S. federal budget cuts known as sequestration that are due to be implemented on January 2, 2013, and their impact on federal aid to school districts and public education. The author looks at the possible effects of sequestration on the implementation of the Individuals with Disabilities Education Act (IDEA), the forecasting of state funding to education according to the "Report of the State Budge Crisis Task Force" compiled by economists Paul Volcker and Alice Rivlin, and the role of education in U.S. fiscal policy. Also discussed is the role of U.S. Congress to set budgets.

The article discusses positive aspects of U.S. public schools and offers suggestions for further improvement. The author reports that reading skills scores for fourth-graders on the U.S. National Assessment of Educational Progress (NAEP) test have been increasing, improving beginning reading skills. The passing of the 1965 U.S. Elementary and Secondary Education Act (ESEA) and the 1975 U.S. Education for All Handicapped Children Act, renamed the U.S. Individuals with Disabilities Education Act (IDEA), defined education as a civil right for all American citizens. High school academic rigor has increased, providing the majority of high school seniors with a higher level of math and science standards.

The article discusses federal education funding in U.S. President Barack Obama's proposed fiscal year (FY) 2013 budget as of April 2012, noting the positions of the nonprofit organization National School Boards Association (NSBA) on various items. The author argues that Obama is right to support funding for teaching but should advocate for increased funding of Title I of the Elementary and Secondary Education Act (ESEA) and the Individuals With Disabilities Education Act (IDEA). Funding proposals discussed include the American Jobs Act, the Race to the Top (RTTT) grants, and the Presidential Teaching Fellows program.

The article discusses proposed revisions to the definition of autism spectrum disorders in the American Psychiatric Association (APA) guideline text "Diagnostic and Statistical Manual of Mental Disorders" (DSM) as of 2012. It is said that the proposed redefinition of autism in the fifth version of DSM, DSM 5, will not likely jeopardize U.S. federal special education funding under Section 504 of the Rehabilitation Act and the Individuals With Disabilities Education Act (IDEA). Topics addressed include the relevance of symptoms in classifying students with disabilities, a likely shift away from autism classification toward other disability classifications, and the significance of communication disabilities for funding.

The article discusses food allergies in children and provides an overview of the legal requirements that are placed on U.S. school districts in regards to the services they provide for students with such allergies. The author explores ways in which food allergies can be considered a disability in children according to various U.S. laws including the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities Education Act. Plans in school districts to prevent children with allergies from exposure to allergens are discussed and court cases in Florida, Maryland, and Washington state regarding the issue are highlighted.

The article discusses the cost implications of the forthcoming Elementary and Secondary Education Act (ESEA) reauthorization in the school districts in the U.S. It mentions the continuing debate in the Congress pertaining to the budget cuts for several agencies including the Department of Education (DepEd) for several educational programs. It also cites the Fiscal Year 2011 Continuing Resolution (CR) that cuts social discretionary spending by 39 billion dollar including the DepEd's K-12 program and the budgets for Title 1 and the Individuals with Disabilities Education Act.

The article focuses on the implications of national spending cuts in public schools in the U.S. It says that the U.S. Senate wants to keep on funding education at the 2010 level, but the House-passed measure slash several key programs. U.S. President Barack Obama has also proposed fund increases for K-12 programs, such as Title I, Race to the Top (RTTT), and the Individuals with Disabilities Education Act (IDEA). It states that if increases are planned, the National School Boards Association (NSBA) believes a greater budget balance must be allocated to formula grant programs. The author believes that education funding is a capital investment that controls the quality of life for the children and the globally competitive economic future for the country.

The article discusses the educational funds needed from U.S. President Barack Obama's $825 billion American Recovery and Reinvestment Act of 2009. According to the article, school officials across the U.S. have been expecting at least $80 billion from the stimulus plan. More than 70% of school leaders claim they will have to eliminate positions in the next budget cycle, according to a January 2009 survey by the American Association of School Administrators. The stimulus package's allocation of funds to the No Child Left Behind Act and the Individuals with Disabilities Education Act are discussed.

The article focuses on the laws regarding school accessibility in the U.S. It explains that schools in Suffield, Connecticut did not meet the requirements for the Americans with Disabilities Act. The fact that the law has faced revisions is examined and the influence of those changes on school systems are discussed. The revisions also affect the Rehabilitation Act and the Individuals with Disabilities Education Act (IDEA).

The article discusses issues regarding the proposed individualized education program (IEP) for autistic children conceptualized by the federal Individuals with Disabilities Education Act (IDEA) in the U.S. It looks at how collaboration between school experts and parents in devising a learning plan tailored to the unique needs of autistic children may fare in schools. It cites factors that cause problems in the development of an academic approach to teaching children with autism, as well as the challenges facing school superintendents, board members and school officials in maximizing the education of autistic children.

The article discusses the ruling of the U.S. Supreme Court on the case Winkelman versus Parma City School District. According to Justice Anthony M. Kennedy, the Individuals with Disabilities Education Act (IDEA) does not differentiate, through isolated references to various procedures and solutions, between the rights accorded to children and the rights accorded to their parents. It is reported that the prosecutor wants the district to spend more than $50,000 a year to educate Jacob Winkelman at a private school that specializes in teaching children with autism.

The article presents some comments of school officials on Individuals with Disabilities Education Act (IDEA) in the U.S. According to Randal Braun, superintendent from Wisconsin, the problem with IDEA is funding followed by a difficult set of administrative rules and requirements. Peggy Taylor, a board member from Missouri thinks that IDEA is attracting more students but that also means an increase in cost per student which is funded by local taxpayers and not federal funding. Kathy Pettis, a board member from Pennsylvania adds that litigation happens every time a law is changed and school districts never win because it costs less to settle than to go to trial.