Search

The article discusses disabilities in students with Limited English proficiency including the increase in English language learner (ELL) population in U.S.. The article also discusses the information on Free Appropriate Public Education, Individuals with Disabilities Education Act, and No Child Left Behind Act.

Educational professionals have the challenging responsibility of serving a highly diverse population of students. Laws such as the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act (NCLB, 2001), the Individuals with Disabilities Education Act (IDEA, 2004), the Vocational Rehabilitation Act of 1973, and the Americans with Disabilities Amendment Act (ADAA, 2008), underscore the obligation to account for the needs of both children and adults with disabilities. As leaders face competing needs and demands, they confront ethical dilemmas that require a sophisticated framework to help resolve such issues. Relying on narrative analysis, this article explores the authors' experience using an ethical framework to teach a course on disability law to graduate level education students. The reflective process that led to the integration of an ethical framework into the curriculum and instruction of a law-related course is discussed, as is the actual implementation of the model and its effect on students as evidenced through coursework, class discussions, course evaluations and personal communication. Further, the article documents the impact of utilizing an ethical framework in the evolution of the course over time providing practical information on course structure and delivery. The article concludes with implications for leadership preparation particularly with respect to education and understanding of students with disabilities. Recommendations are made for additional research and inquiry regarding the infusion of ethical frameworks into the overall curriculum and coursework within leadership preparation programs. [ABSTRACT FROM AUTHOR]

There is a discrepancy currently in public schools when comparing the identification and instruction of underachieving students with gifted and talented (GT) students. A three-tiered identification and instructional model was developed out of the Individuals With Disabilities Education Improvement Act (2004) with emphasis coming from the No Child Left Behind Act (2001). The Response to Intervention (RtI) model has proven to be a successful tool for identifying student need, implementing interventions, and monitoring the effectiveness of the interventions. This model has been explored for use with GT students but the implementation in most schools has been lacking fidelity due to small amounts of resources, training, and support. This study uses qualitative research methodology to investigate necessary components when implementing RtI with GT students. A review of the current literature, in-depth interviews, and focus group discussions revealed five common themes teachers and administrators need to consider for successful implementation of the RtI model on a schoolwide basis. The identified themes are as follows: awareness, support, professional development, time, and high-quality Tier 1 differentiation. These five themes are cyclical in nature and should be used as a group in a systematic approach to implementing RtI in GT programs. [ABSTRACT FROM AUTHOR]

Current educational policies such as NCLB and IDEA have led to the adoption of inclusive classrooms in schools. This presents challenges to teachers because they are held accountable for the learning experiences o f both general and special education students. The situation is especially challenging in high school mathematics inclusion classes where the special education co-teachers may not necessarily possess the content expertise to teach advanced levels o f mathematics. Collaboration between co-teachers is necessary in order to successfully plan effective lessons that address the needs o f all students. A quantitative research design was used, with follow up interviews for further explanation o f the findings. This study provides information about the teacher efficacy o f high school mathematics co-teachers when various collaborative planning times were considered. Implications for future studies and school practice were presented, while considering the efficacy o f co-teachers in inclusive contexts. [ABSTRACT FROM AUTHOR]

The article looks into the progress measurement of a school through goal achievements of an individualized education program (IEP) in the U.S. Topics include the country's No Child Left Behind (NCLB) Act, the Individuals with Disabilities in Education Act (IDEA), and the need to combine the performance measurements of NCLB and IDEA. It also discusses the "Rowley standard" of the IEP.

This article examines the academic underachievement and disproportionate special education placement of minority males. Causes and consequences for poor academic performance by minority males are reviewed. The Individuals with Disabilities Education Act and No Child Left Behind Act are discussed in relation to minority male academic achievement. Finally, strategies are presented for improving outcomes for minority males. [ABSTRACT FROM AUTHOR]

The article focuses on the use of negotiated rulemaking for consensus-building in U.S. special education. Topics include the U.S. No Child Left Behind Act (NCLB), the U.S. Individuals with Disabilities Education Act (IDEA), and the assessment of students with special needs. Information is provided on individualized education programs (IEP).

This Article examines the changes to the Individuals with Disabilities Education Act ("IDEA"), which were intended to reconcile the Act with the No Child Left Behind Act of 2001, and the effect those changes have had on the education of children with disabilities. The Article highlights the important role that parents were given in the original IDEA and the procedures set up to protect that role. It then looks at the manner in which the 2004 amendments to the law and certain U.S. Supreme Court cases have undermined the ability of parents to influence the individualized education plan for their children with disabilities, especially for parents with less financial means. Finally, this Article suggests alterations to the IDEA that would strengthen the role of parents in the education of children with disabilities. [ABSTRACT FROM AUTHOR]

A response is provided to author Ruth Colker's article "Politics Trump Science: The Collision Between No Child Left Behind and the Individuals With Disabilities Act" which appears in a 2013 issue of the journal. Student with learning disabilities and scientifically supported identifications of specific learning disabilities (SLDs) using response to intervention techniques are examined. The discrepancy-based operationalization of SLD and intelligence quotient (IQ) assessments are mentioned.

The reauthorization of IDEA (2004) significantly changed the delivery of services to students with disabilities as it aligned with the No Child Left Behind (NCLB) statute. This provision has resulted in the implementation of response to intervention (RTI) models in schools across the nation and has sparked significant debate in the field as to the best way to identify students with specific learning disabilities (SLD). This paper is not to advocate for a particular method of identification, but rather to assist diagnostic personnel (e.g., educational diagnosticians, school psychologists) in using informal assessment tools and strategies to increase diagnostic precision and improve the ecological and predictive validity of the SLD evaluation regardless of methodology. [ABSTRACT FROM AUTHOR]

The article describes the legislation and regulation governing students with disabilities in the U.S. including the Individuals with Disabilities Education Act (IDEA), the Individuals with Disabilities Education Improvement Act (IDEIA) and No Child Left Behind Act of 2001 (NCLB). It highlights the significant deficiencies of IDEA in addressing quality learning in subject math and science among students with disabilities from disadvantaged groups.

The alignment between No Child Left Behind and the Individuals with Disabilities Education Act can be best characterized as a collision. In the name of pseudo-science, Congress has redefined "learning disabilities" in a way that is likely to delay effective intervention, harming the basic literacy skills of many young people. Congress and the united States Department of Education should convene a panel of experts to develop an effective, national program for early intervention for children with learning disabilities. Science must trump politics for once. [ABSTRACT FROM AUTHOR]

The article discusses the study that determined the effectiveness of systematic approach to improve the attitudes and knowledge of pre-service teachers (PSTs) about co-teaching and collaboration in middle school content classrooms, and the systematic approach. Topics discussed include four components of the systematic approach like interactive seminar, and findings like effectivity of systematic teaching preparation approach in increasing confidence, competence, and commitment to co-teaching.

State frameworks and national standards are explicit about the mathematics content that students must master at each grade level. Although the Individuals with Disabilities Education Act and the No Child Let Behind Act mandate that students who are deaf or hard of hearing and communicate in sign language have access to this content, evidence suggests that it remains out of reach for many in this group. The purpose of the implementation research described in this article was to examine use of a Signing Math Dictionary (SMD) to help students who are members of this population access the vocabulary required to master the mathematics content that underlies the topics they are studying. The study included eight separate classes and a total of 39 participants--8 teachers and 31 students--representing grades 4-8. The research design incorporated a descriptive case study methodology that involved observing (a) teaching mathematics without the SMD, (b) preparing students to use the SMD, (c) teaching mathematics with the SMD. The results suggest that, when used in actual classroom settings, the SMD may be a resource that supplements effective teaching and learning of the vocabulary of mathematics. However, further research is needed to study its use by both experienced and inexperienced teachers working with students in schools for the deaf and in inclusion settings, across math topics and grades. [ABSTRACT FROM AUTHOR]

This article examines a critical question for the special education community. What should be the current meaning of "free appropriate public education" (FAPE) in light of not only the Supreme Court's landmark Rowley decision in 1982 but also developments in the 30 years since then? After synthesizing what the Rowley Court, the scholar-commentators, and the post-Rowley lower courts have said, the author examines the latest answer from Congress via the 2004 Individuals With Disabilities Education Act amendments. Particular attention is paid to the provision concerning peer-reviewed research and the recent case law interpreting this provision. The author suggests that the time is ripe for the special education community to help Congress fashion and appropriately heightened substantive or at least procedural standard for FAPE. [ABSTRACT FROM AUTHOR]

The authors examined 62 court cases occurring in 2009 from the LexisNexis database regarding students, ages 3–21 years, with various forms of autism spectrum disorder and violations to the Individuals with Disabilities Education Act. They analyzed procedural and substantive violations to the Individuals with Disabilities Education Act and the provision of a Free Appropriate Public Education. In addition, they compared results with earlier studies that have indicated an increase in cases overall and a trend from parents prevailing in earlier studies to school districts prevailing overall in recent years. [ABSTRACT FROM PUBLISHER]

An essay is presented that discusses the author's experience of being accidentally placed in a special education high school science class as a result of the U.S. Education for All Handicapped Children Act of 1975. Also noted are the U.S. No Child Left Behind Act (NCLB), the Individuals With Disabilities Education Act (IDEA) and its mandates of Individualized Education Programs (IEPs), and the requirements that students with disabilities make Adequate Yearly Progress (AYP) under NCLB.

The article discusses special education law in the U.S. as of January 2012, focusing on the impact of the U.S. Individuals With Disabilities Education Act (IDEA) Amendments of 1997, the U.S. No Child Left Behind Act of 2001, and the Individuals With Disabilities Education Improvement Act of 2004, on the U.S. Supreme Court's decision in the case Board of Education of the Hendrick Hudson Central School District, Westchester County v. Rowley. The Rowley case deals with the right to a free public education in the U.S.

The article discusses the U.S. Supreme Court case Hendrick Hudson School District v. Rowley which deals with the free and appropriate public education requirements of the U.S. Individuals With Disabilities Education Act (IDEA). An analysis of several educational standards is presented, including the meaningful benefit standard. The alleged intent of IDEA was to allow all handicapped children the right to a free public education. The meaningful benefit standard was also examined in the U.S. Court of Appeals for the Third Circuit case Polk v. Central Susquehanna Intermediate Unit 16.

This study examined the learner characteristics and performance scores of students in the 2009 alternate assessment-modified achievement standard for one Midwestern state. Comparing performance differences by disability category for each content area from the students' 2008 test type assignments and performance scores facilitated examining the appropriateness of the 2009 test type assignment. The results raise concerns because some students with disabilities seemed to have been inappropriately assigned to test type. Students with intellectual disabilities had the lowest performances across grade level and subject area. Limitations and implications of this study are discussed and suggestions for future research are offered. [ABSTRACT FROM AUTHOR]

This study explores the high school graduation experiences of students with disabilities, using data from the National Longitudinal Transition Study-2 (NLTS2, 2010), and asking: (a) After entering high school, on average, how long does it take for students with disabilities to graduate? (b) Is time to graduation different for students with different disabilities? Eight years after entering high school, 72.4% of students with disabilities had graduated—with the maximum conditional probability of graduation occurring 5 years after entering high school. In addition, students' type of disability affected both their conditional probability of graduation in each year and the temporal profile of those probabilities. Limitations of the study, suggestions for future research, and policy implications are discussed. [ABSTRACT FROM AUTHOR]

The article discusses the involvement of parents in schools in the U.S., focusing on cases in which parents of children with disabilities have limited English-language proficiency. The author discusses the requirements of U.S. educational legislation such as the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Act (IDEA). Topics include the impact of parental involvement on the academic achievement of English language learners (ELLs), barriers for communication between minority language parents and teachers in Individual Education Plans (IEPs), and special education for ELLs with disabilities.

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.

This study examines the effects of two test administration accommodations on the mathematics performance of students within the context of a large-scale statewide assessment. The two test administration accommodations were resource guides and calculators. A stratified random sample of schools was selected to represent the demographic characteristics of the state. The sample included both students with and without disabilities. Schools were randomly assigned to one of three possible administration conditions: resource guides, calculators, or standard administration. A repeated-measures design (pretest and posttest) was used to examine the effects of the accommodations. Students in the participating schools took the operational version of the statewide assessment in grades 3 and 6 in the spring of 2005, and then were retested in grades 4 (N = 947) and 7 (N = 997) with the same form of the test under one of the three administration conditions in the spring of 2006. The results of this study suggest that the use of resource guides were not effective. The results for the use of calculators as a test administration accommodation were somewhat mixed with both small positive and small negative effects sizes varying by grade. Exploratory analyses on subgroups of students with various disabilities suggest that there may be small positive benefits for some students in some disability categories under some accommodated conditions. [ABSTRACT FROM AUTHOR]

The authors explore how modern federal educational legislation actually establishes the basis of a duty of care for certain educational practices. They discuss liability protection provisions based from the Coverdell Act codified within the No Child Left Behind Act (NCLB). They offer information on two educational practices in use by special educators, namely, Facilitated Communication (FC) and Holding Therapy. They believe that the Individuals with Disabilities Education Act (IDEIA) makes fewer references to scientifically based practices than NCLB.

The article discusses curriculum modifications for general education of children with autism in the U.S. It mentions that Individuals with Disabilities Education Act (IDEA, 2004) is a driving force in changing education of students with disabilities along with the No Child Left Behind Act (NCLB 2001) that stresses access to general curriculum and state mandated tests. Several recommendations include early intervention for students with autism and further research beyond general studies on their access to general curriculum.

As many educational agencies in the United States (US) move quickly toward full implementation of Response to Intervention (RtI) systems, teachers, and schools are asked to show systematic, consistent application of evidence-based practice in academics in more comprehensive and quantifiable ways. These systems, often called Tiered Systems, have implications for requirements of two federal government mandates, the No Child Left Behind Act (2002) and the Individuals with Disabilities Education Act (2004). As tier systems and RtI become widely incorporated into everyday classroom practices, general education teachers are making decisions regarding interventions. In addition, special educators are moving far beyond their traditional role in educational remediation for students with disabilities and are now called upon to assist the classroom teacher with a plethora of activities. However, questions about these initiatives remain, particularly as pertains to teacher training in RtI and Tiers, the rigor of interventions, the use of commercial materials, and communication among stakeholders. [ABSTRACT FROM AUTHOR]

The article discusses the importance of professionalism to special education teachers. It mentions the Individuals with Disabilities Education Act's (IDEA) reauthorization which coalesced the guidelines of the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Act (IDEA) which requires special educators to meet the same criteria for teacher quality as general educators. It also notes the evaluation of the efficiency of special educators preparation programs in relation to efficacy of educators development.

The article proposes an amendment to the No Child Left Behind (NCLB) Act to align it with the focus of the Individuals with Disabilities Education Act (IDEA) on individualized programs. The provisions of NCLB and the IDEA are discussed along with the conflict between them. A description of how the interplay between NCLB and IDEA creates negative implications for students with disabilities in the U.S. is provided. In particular, the introduction of a social, behavioral, developmental and functional component to the NCLB assessment is suggested.

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]

The passage of No Child Left Behind and the Individuals with Disabilities Education Act has strengthened the conditions for instructional accountability for all learners. The standards-based approach promulgated by curriculum and state assessments is central to the accountability of conditions in today's schools; however, national and state data continue to document a performance gap between students with learning disabilities (LD) and their nondisabled peers. Building on 5 years of experience in developing and testing the Blending Assessment with Instruction Program in mathematics, we present three basic principles that are essential to ensuring that students with LD achieve curriculum standards: (1) instruction must be aligned with curriculum standards, (2) teachers' content knowledge is essential to translating curriculum standards into aligned instruction, and (3) instructional methodology should receive greater attention during teacher preparation. [ABSTRACT FROM AUTHOR]

Background/Context: There are few empirical studies exploring the alleged conflict between the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA). Objective: The purpose of this study was to examine what impact the No Child Left Behind Act has had on students with disabilities. Research Design: Specifically, using large data sets from three different states, this article examines how the students with disabilities subgroup has fared under the No Child Left Behind Act. Under NCLB, there are four different subgroups: race/ethnicity, socioeconomic status, limited English proficiency, and students with disabilities. If any one of these sub-groups fails to make adequate yearly progress (AYP) under NCLB, the entire school fails. Findings: This study found that schools fail to make AYP most often because of the students with disabilities subgroup. The failure of the special education subgroup to make AYP occurs mainly because the students with disabilities subgroup is expected to maintain the exact same proficiency levels as their general education peers--a standard that has proved to be problematic because special education students often start out with lower average test scores than general education students. In addition, the students with disabilities subgroup is the only subgroup in which actual limitations on ability to learn might come into play. The existence of these limitations calls into question the wisdom of trying to close the general education-special education "achievement gap" at the same pace as the race- or class-based achievement gaps. In addition to quantitative methods, this study also used legal research techniques to examine the legal impact that the two laws are having on students with disabilities. Conclusions: The study found that although judicial challenges may be one route to try to change the law, pressure at the state and local levels by educators and parents of students with disabilities working together with the U.S. Department of Education may have an impact as well. [ABSTRACT FROM AUTHOR]

There is growing evidence that mental health and school functioning for children are intertwined. This article summarizes historical perspectives on U.S. child mental health policies and their interface with education and discusses trends in educational policy relevant to children's mental health, specifically the Individuals With Disabilities Education Act and No Child Left Behind. The traditional approach of mental health research in schools, which focuses on program and intervention development, has become stagnant. New paradigms are needed. These include attending to indigenous school resources, to the organizational context of learning, and to participatory models for constructing environments conducive to mental health promotion and learning. Persistent underfunding and fragmented fiscal support, however, render new approaches meaningless. If progress is to be made, new funding structures to support integrative educational and mental health practices are needed. [ABSTRACT FROM AUTHOR]

The Individuals with Disabilities Education Act and No Child Left Behind emphasize the use of scientifically based research to improve outcomes for students. From this emphasis, response-to-intervention has evolved. We present one perspective on the defining features of response-to-intervention and application of those features to school-wide positive behavior supports (SWPBS). We suggest that the initial purpose of response-to-intervention has expanded from a focus on screening and improved outcomes for students with learning disabilities to a general approach for improving instructional and intervention decision making for all students. We describe a similar evolution of SWPBS, only with a focus on the (a) social culture within the whole school and (b) behavior supports for those students with problem behavior. We conclude by suggesting that the response-to-intervention approach offers an excellent umbrella of guiding principles for improved assessment and intervention decision making, and that SWPBS is an example of the application of these principles to the challenge of establishing formal systems of behavior support for all students' school- and classroom-wide. To guide SWPBS implementation, we offer a self-assessment protocol for school and leadership implementation teams to improve the development of an integrated continuum of behavioral interventions and practices that is effective, efficient, relevant, and durable. “I want my children to receive the Response-to-Intervention program.” “We've got a Response-to-Intervention team that meets on the 2nd Tuesday of each month, and a School-wide Positive Behavior Support committee that meets on 3rd Wednesday of each month.” “Response-to-Intervention is about closing the achievement gap. School-wide Positive Behavior Support is about improving school discipline and classroom management.” “We are required to use Response-to-Intervention to identify students with learning disabilities.” [ABSTRACT FROM AUTHOR]

The author proposes a reform for special education in the U.S. He cites statistics related to special education and the sociodemographic characteristics of students, making a correlation between disability, race/ethnicity, language, and poverty. The author proposes that the U.S. Congress re-align the No Child Left Behind Act (NCLB) with the Individuals with Disabilities Education Act (IDEA), target students, particularly in secondary schools, from diverse ethnic and linguistic backgrounds, and create a type of education called supported education, which is part of general education but adopts the practices of special education. Further details, such as those relating to state or local education agencies (SEAs/LEAs), parent participation, and civil rights in education, are discussed.

The reauthorization of the Individuals with Disabilities Education Improvement Act and the No Child Left Behind Act requires that students with extensive support needs have access to, participate in, and make progress on the general curriculum along with their grade-level general education peers. This article suggests that the terms used in this legislation have been interpreted differently across educational personnel, parents, advocates, and researchers, and that these differing interpretations have resulted in confusion and controversy related to services for this set of students. The purpose of this article was to initiate a discussion about the role of context when conceptualizing access to the general curriculum for students with extensive support needs related to communication, physical, and intellectual disabilities. It begins by discussing the federal mandate and regulations related to access to the general curriculum. It then presents differing interpretations of the concept of access to the general curriculum for students with extensive support needs, components that comprise access, and the impact of those interpretations on services. Next, it suggests an approach to conceptualizing educational services to guide policy makers, educators, and researchers as they develop, implement, and study effective practices that facilitate access to the general curriculum for students with extensive support needs. The article concludes with the suggestion that researchers, administrators, policy makers; and stakeholders must develop and hold a common understanding of the construct access to the general curriculum that is based on findings of the extant research; and that for all students, including students with extensive support needs, general education contexts are critical to accessing the general curriculum. [ABSTRACT FROM AUTHOR]

A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential applications of evidence-based practices in special education. Evidence-based practices are traditionally supported by the findings of multiple, high-quality, experimental research studies. Rather than changing the nature of teaching or limiting teachers to following prescribed methods, prioritizing evidence-based practices will allow teachers to maximize the impact of their instructional efforts. [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]

Context: The context for this article is the public response to the federal role in the oversight and enforcement of the Individuals With Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB). This response has been characterized by a tension between concerns about federal interference in public education and support for federal activism. Despite a number of similarities between the state and local responses to the two laws, research on the federal role in implementing NCLB has largely disregarded the long record of federal oversight and enforcement of lDEA. Purpose: The purpose of this analytic essay is to address this omission through a comparative policy analysis of the oversight and enforcement mechanisms in IDEA and NCLB, the evolution of these mechanisms in the legislative process, their implementation by the Department of Education, and the interest group and academic responses to this implementation. Research Design: The research design consists of a review of the statutes, Congressional documents, governmental reports, interest group position papers, policy analyses, press reports, and relevant academic literature. The author discusses the implications of this analysis for the future of the federal role in the oversight and enforcement of NCLB, and the recently reauthorized IDEA and the federal focus on improving educational outcomes. The author argues that the design of NCLB's outcomes-based accountability model, combined with its dependence on the Department of Education to provide oversight and enforcement, has produced unintended consequences at the state level, including regulatory incoherence and incentives for "gaming the system." He notes that similar problems can be projected for the implementation of the new outcomes-based oversight and enforcement model in IDEA 2004. Recommendation: The author recommends that Congress turn the accountability model in NCLB "inside out, "establishing national standards, a single national performance assessment, fixed and achievable targets for proficiency, and predefined subgroup sizes while devolving responsibility for the details of the district-and school-level accountability system to the states. In IDEA's case, he recommends setting national targets for a small number of outcome indicators while maintaining the current system of focused monitoring. He argues that this model, in combination with federal incentives for meeting performance targets, would provide for a more realistic and effective federal role in improving public education. [ABSTRACT FROM AUTHOR]

Alignment has been defined as the extent to which curricular expectations and assessments are in agreement and work together to provide guidance for educators' efforts to facilitate students' progress toward desire academic outcomes. The Council of Chief State School Officers has identified three preferred models as frameworks for evaluating alignment: Webb's alignment model, the Surveys of Enacted Curriculum model, and the Achieve model. Each model consists of a series of indices that summarize or describe the general match or coherence between state standards, large-scale assessments, and, in some cases, classroom instruction. This article provides an overview of these frameworks for evaluating alignment and their applications in educational practice and the research literature. After providing an introduction to the use of alignment to evaluate large-scale accountability systems, the article presents potential extensions of alignment for use with vulnerable populations (e.g., students with disabilities, preschoolers), individual students, and classroom teachers. These proposed applications can provide information for facilitating efforts to improve teachers' classroom instruction and students' educational achievement. © 2008 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

The promise that all children will achieve higher levels of academic performance is the foundation of the current educational reform movement. Standards-based reform began with financial assistance to the states for the development of content and performance standards, improved teacher quality, and increased school accountability. The reform movement has evolved to federal corrective action under the No Child Left Behind Act (2001) and the Individuals With Disabilities Education Act of 2004 for schools and states that fail to make adequate yearly progress. In this article, the authors briefly examine (a) the history of the federal role in standards-based reform over the past two decades, (b) the role of federal policy in ensuring access to the general curriculum and research-based instruction for students with disabilities, and (c) future policy issues pertaining to achieving higher levels of academic performance for all students. [ABSTRACT FROM AUTHOR]

The article discusses first year special educators and their relationships with general education colleagues. The article mentions the investigations done on novice special educators and the stresses that these teachers face, which includes role ambiguity, student behavioral challenges, insufficient technology and curricular resources, large caseloads, lack of professional development opportunities, and inadequate administrative support. The article mentions teaching expectations, instructional strategies, the Individuals with Disabilities Education Improvement Act (IDEA), and the No Child Left Behind Act.

Educational policies have a deep impact on the education of students. This article examines No Child Left Behind, the President's Commission on Excellence in Special Education, and the Individuals With Disabilities Education Improvement Act of 2004 for their intended and unintended consequences with respect to secondary students with mild mental impairment. The author discusses issues of highly qualified teachers, accountability, and evidence-based practice as they relate to this population of students and also addresses curriculum and instructional environments for this population. The author concludes by raising issues that practitioners and institutions of higher education need to consider, as well as questions that need to be explored in future research. [ABSTRACT FROM AUTHOR]

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.

This study reviewed the alternate assessment results (N = 1,404) from 1 state that uses a portfolio system. It addressed 3 main questions: (a) the extent to which assessment content was linked to the state's general curricular standards, (b) the types of tasks that operationalized the general curricular standards, and (c) the correlation of the completeness of the portfolio with student performance. Although we found connections to the general curriculum on paper, the actual tasks used to represent the standards raised concerns about the strength of those connections. Additionally, we noted serious concerns with construct underrepresentation. Finally, practical issues with portfolio assembly may be contributing to poor student performance. We present implications for practice in the context of federal regulations such as No Child Left Behind and the Individuals With Disabilities Education Act, as well as existing research on alternate assessment practices. [ABSTRACT FROM AUTHOR]

In a review of current research and the No Child Left Behind (NCLB) legislation, this paper focuses on two specific issues: (a) how students with developmental disabilities show adequate yearly progress, including a description of the assessments in which this population may participate, and (b) the policy issues surrounding NCLB including technical requirements of alternate assessments, alignment of content standards, assessments, and instruction, the requirement of all teachers to be highly qualified, and the relationship between NCLB and the Individuals with Disabilities Education Improvement Act (IDEA, 2004). Areas for future research are identified through a review of relevant literature. © 2007 Wiley-Liss, Inc. MRDD Research Reviews 2007;13:143–150. [ABSTRACT FROM AUTHOR]