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The article focuses on the special education law in Texas. It says that the Individuals with Disabilities Education Act (IDEA) requires the state to provide every eligible students with disabilities a Free Appropriate Public Education after they developed their Individualized Educational Program (IEP) with the help of the Admission, Review and Dismissal (ARD) Committee. It adds that students with learning disabilities are qualified to receive special education services.

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 presents a case study of a court ruling against a school district in Texas, related to the provision of individualized education program (IEP) for a young child, named Z.A., under the U.S. Individuals with Disabilities Education Act (IDEA), in which the professional judgments of two school psychologists were contributing factors. As mentioned, Z.A. was adopted by a Texas-based couple from a Russian orphanage, and further the article expands on implications of the court's decision.

The article reports that the U.S. Department of Education has approved Texas' modified standards and assessments to measure progress by students with disabilities under U.S. Title I funding. The system is designed to measure mastery of grade-level content by students with disabilities but are not as difficult as the standard assessments. The modifications are allowed under Title I and the Individuals with Disabilities Education Act (IDEA). Texas is the first state to gain approval.

The article reports that the U.S. Supreme Court denied the Houston, Texas school district's petition for review in the case Houston School District v. V.P. ex rel. Juan P. 53. According to the article, the district claimed that it was caught off-guard by a tuition reimbursement request in a U.S. Individuals with Disabilities Education Act action. The previous decision by the Fifth U.S. Circuit Court of Appeals that this ruling affirms is discussed.

The article discusses a court case wherein the judge in the U.S. District Court, Western District of Wisconsin has ruled out that a disabled student to continue his other health impaired (OHI) eligibility under the U.S. Individuals with Disabilities Education Act (IDEA). Attorney Jose Martin of Lindsay Richards and Martin in Austin, Texas imparts that the case could be a disadvantage to the expansion of education interventions. Data collection needs to be boosted to avoid dispute with parents.

The article reports on a federal District Court's ruling on the case of Marc v. by Dr. Eugene V. v. North East Independent School District. The court ruled that a Texas district was not required to provide homebound instruction for a preschooler with autism in order to comply with the Individuals with Disabilities Education Act (IDEA). The court also found no fault with the school district's decision to educate the student in a school-based environment.

The article reports that the U.S. Supreme Court on January 8, 2007 declined to hear an appeal in the case of Shelby v. Conroe Independent School District (Case No. 06-438). The dispute centers around the federal Individuals with Disabilities Education Act. A Texas student with disabilities had been home-schooled, and her guardian sought to have her enrolled in a regular classroom.

Reports on the additional waivers on reporting requirements granted to U.S. states affected by Hurricane Katrina for the No Child Left Behind Act (NCLB) and Individuals with Disabilities Act (IDEA), according to Henry Johnson, assistant secretary for elementary and secondary education. Legislation that allows Mississippi and Louisiana to use their educational funds for another year; Extension of the deadlines for submitting reports required under NCLB and IDEA; Request made by U.S. Education Secretary Margaret Spellings for more information about the adequate yearly progress waiver requests of Texas and Mississippi.

The article discusses the guidelines for identifying students with speech impairments by the Texas Speech-Language-Hearing Association (TSHA), which were created because of the high number of students identified with speech impairments. TSHA based the guidelines in the four areas recognized in the U.S. Individuals with Disabilities Education Act: articulation, language, voice, and fluency. TSHA's template development for the guidelines and the survey results on the guidelines are discussed.