3,030 results on '"UNITED States. Individuals with Disabilities Education Act"'
Search Results
102. Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens.
- Author
-
Murza, Kimberly A. and Ehren, Barbara J.
- Subjects
DEBATE ,ENDOWMENTS ,LABOR supply ,LANGUAGE disorders ,QUALITY assurance ,SCHOOL health services ,SPECIAL education ,SPEECH therapy ,SPEECH therapy education ,UNITED States. Individuals with Disabilities Education Act ,CONSUMER activism - Abstract
Purpose: The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder. Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions: Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
103. Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice.
- Author
-
Grigorenko, Elena L., Compton, Donald L., Fuchs, Lynn S., Wagner, Richard K., Willcutt, Erik G., and Fletcher, Jack M.
- Subjects
- *
DIAGNOSIS of learning disabilities , *TREATMENT of learning disabilities , *RISK factors of attention-deficit hyperactivity disorder , *LEARNING disabilities , *NEUROSCIENCES , *PSYCHOLOGY , *COMORBIDITY , *SOCIAL support , *EDUCATIONAL outcomes , *CHILDREN ,UNITED States. Individuals with Disabilities Education Act - Abstract
Specific learning disabilities (SLDs) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to human conditions. They can be manifested as primary conditions—as difficulties in acquiring specific academic skills—or as secondary conditions, comorbid to other developmental disorders such as attention-deficit hyperactivity disorder. In this synthesis of historical and contemporary trends in research and practice, we mark the 50th anniversary of the recognition of SLDs as a disability in the United States. Specifically, we address the manifestations, occurrence, identification, comorbidity, etiology, and treatment of SLDs, emphasizing the integration of information from the interdisciplinary fields of psychology, education, psychiatry, genetics, and cognitive neuroscience. SLDs, exemplified here by specific word reading, reading comprehension, mathematics, and written expression disabilities, represent spectrum disorders, each occurring in approximately 5% to 15% of the school-aged population. In addition to risk for academic deficiencies and related functional social, emotional, and behavioral difficulties, those with SLDs often have poorer long-term social and vocational outcomes. Given the high rate of occurrence of SLDs and their lifelong negative impact on functioning if not treated, it is important to establish and maintain effective prevention, surveillance, and treatment systems involving professionals from various disciplines trained to minimize the risk and maximize the protective factors for SLDs. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
104. 12 Myths and Facts about Physical Education for Students with Disabilities.
- Author
-
Bittner, Melissa, Silliman-French, Lisa, Lieberman, Lauren J., and Lytle, Rebecca
- Subjects
- *
INTERNSHIP programs , *MEETINGS , *PHYSICAL education for people with disabilities , *SPECIAL education , *PSYCHOLOGY of teachers , *SPORTS participation ,UNITED States. Individuals with Disabilities Education Act - Abstract
According to the Individuals with Disabilities Education Act every student that has a documented disability is required to have an individualized education program (IEP). The IEP comprises core areas, including physical education. The purpose of this article is to clarify 12 myths about physical education for students with disabilities and help general physical education and classroom teachers. Lastly, this article will provide suggestions for teachers to get involved in the IEP process and be a valuable member of the team to ensure a high quality of physical education for all students. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
105. Questionable Initiation of Both Decisional Dispute Resolution Processes under the IDEA: Proposed Regulatory Interpretations.
- Author
-
Zirkel, Perry A.
- Subjects
DISPUTE resolution ,UNITED States. Individuals with Disabilities Education Act ,STUDENTS with disabilities ,SCHOOL districts ,DUE process of law - Abstract
The article focuses on decisional dispute resolution processes under the Individuals with Disabilities Education Act (IDEA). It mentions parent of a child with a disability filed a complaint with the state education agency's complaint procedures (CP) system and school district quickly responds to the parents' CP filing by initiating a due process hearing (DPH) on the same issues. It also mentions administering agency within the U.S. Department of Education.
- Published
- 2020
106. Developmental Outcomes of Preschool Special Education.
- Author
-
Elbaum, Batya
- Subjects
ADAPTABILITY (Personality) ,CHILD development ,COGNITION ,COMMUNICATION ,LONGITUDINAL method ,MOTOR ability ,RESPONSIBILITY ,SOCIAL skills ,SPECIAL education ,CHILDREN with disabilities ,EARLY intervention (Education) ,SECONDARY analysis ,UNITED States. Individuals with Disabilities Education Act ,EVALUATION of human services programs - Abstract
The purpose of this secondary analysis of state-collected data was to investigate developmental outcomes of preschool special education (PSE) services in a statewide cohort of participating children (n = 17,828). In line with federal performance indicators for Individuals with Disabilities Education Act early childhood programs, the outcome of interest in this study was the percentage of children who demonstrated age-expected functioning in all 5 major domains of development-- communication, cognitive, motor, personal-social, and adaptive--at the time they exited the PSE program. The study also investigated the extent to which this outcome varied, depending on the severity and complexity of children's delays when they began PSE services. Overall, 38.2% of children exited the program within age norms in all 5 domains; percentages for subgroups of children ranged from 77% for children with no measured delay on entry to 23% for children demonstrating severe delay in 1 or more developmental areas. Holding delay severity constant, each additional domain of delay on entry was associated with a decrease in the percentage of children exiting within age norms. Findings of the study problematize the application of a single definition of "expected progress" for all participating children and underscore the utility of examining and reporting program outcomes for subgroups of children. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
107. THE IDEA DEMANDS MORE: A REVIEW OF FAPE LITIGATION AFTER ENDREW F.
- Author
-
Moran, William
- Subjects
FREE appropriate public education ,UNITED States. Individuals with Disabilities Education Act ,INDIVIDUALIZED education programs - Published
- 2020
108. Race/Ethnicity-Resolved Time Trends in United States ASD Prevalence Estimates from IDEA and ADDM.
- Author
-
Nevison, Cynthia and Zahorodny, Walter
- Subjects
- *
AUTISM , *BLACK people , *CHILDREN'S health , *DEVELOPMENTAL disabilities , *ETHNIC groups , *HISPANIC Americans , *LONGITUDINAL method , *RACE , *WHITE people , *DISEASE prevalence ,UNITED States. Individuals with Disabilities Education Act - Abstract
Race-specific time trends in Autism Spectrum Disorder prevalence are tracked among 3–5 year-olds and 8 year-olds identified by the U.S. Individuals with Disabilities Education Act (IDEA) and the Autism and Developmental Disabilities Monitoring (ADDM) Network, respectively. White ASD prevalence historically has been higher than other racial groups but plateaued for IDEA birth cohorts from ~ 2004 to 2007 before resuming its increase. Black and Hispanic IDEA prevalence increased continuously and caught up to whites by birth year ~ 2008 and ~ 2013, respectively, with black prevalence subsequently exceeding white prevalence in the majority of states. Plateaus in white prevalence occurred in some ADDM states for birth years 2002–2006, but IDEA trends suggest prevalence will increase across all racial groups in ADDM's birth year 2008 report. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
109. SPECIAL NEEDS, SPECIAL SOLUTIONS: USING TITLE II OF THE ADA AND BEHAVIORAL SUPPORTS TO PROTECT STUDENTS WITH DISABILITIES FROM ARREST.
- Author
-
WILKERSON, HILARY
- Subjects
SPECIAL needs students ,AMERICANS with Disabilities Act of 1990 ,DISCRIMINATION prevention ,ARREST ,SCHOOL discipline ,UNITED States. Individuals with Disabilities Education Act - Abstract
Students with disabilities are frequently arrested in K-12 public schools for misbehavior that would be better addressed with reasonable accommodations and behavioral support. Title II of the Americans with Disabilities Act ("Title II") prevents discrimination by requiring that public entities modify procedures to allow individuals with disabilities to benefit from and participate in the entity's programs, services, and activities. Despite this sweeping protection, some courts have held that Title II does not apply during an arrest. This exception to the Americans with Disabilities Act ("ADA") protection is particularly problematic when applied to arrests in schools because students with disabilities are at high risk of arrest: 26% of students arrested and 75% of students restrained have a disability. This Article takes the novel position that because arrests in a school setting do not pose the same risks as arrests in a community setting, Title II should apply to arrests in a school setting. But applying Title II alone will not stop arrests. This Article goes beyond ADA protection and offers proactive solutions to curb misbehavior and prevent arrests. Schools are required by the Individuals with Disabilities Education Act ("IDEA") to provide students with an Individualized Education Plan reasonably calculated to allow the student to make progress. A student is unable to progress when maladaptive behaviors interfere with learning and lead to arrests. Amendments to the IDEA requiring schools to implement policies and procedures for law enforcement involvement, and behavioral supports when a student's behavior hinders learning, would reduce misbehavior, eliminate the need for law enforcement involvement, and reduce the number of arrests on school campuses. [ABSTRACT FROM AUTHOR]
- Published
- 2019
110. MAKING A REASONABLE CALCULATION: A STRATEGIC AMENDMENT TO THE IDEA.
- Author
-
Lodaya, Hetali
- Subjects
- *
EDUCATION of students with disabilities , *ACADEMIC ability , *EDUCATION policy , *PUBLIC schools , *SWOT analysis ,UNITED States. Individuals with Disabilities Education Act - Abstract
The Individuals with Disabilities Education Act (IDEA) lays out a powerful set of protections and procedural safeguards for students with disabilities in public schools. Nevertheless, there is a persistent debate as to how far schools must go to fulfill their mandate under the IDEA. The Supreme Court recently addressed this question with its decision in Endrew F. v. Douglas Cty. School District Re-1, holding that an educational program for a student with a disability must be "reasonably calculated" to enable a child's progress in light of their circumstances. Currently, the Act's statutory language mandates Individual Education Program (IEP) teams to consider a variety of factors including "the strengths of each child," "the concerns of the parents," "the results of the . . . most recent evaluation of the child," and "the academic, developmental, and functional needs of the child."1 This Note proposes an amendment to the IDEA, inspired by the Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis framework used in business strategy, that adds external "threats" to this list of factors. This amendment will help parents, advocates, and schools better understand the Endrew F. standard and implement it with fidelity to the IDEA's broad mandate. [ABSTRACT FROM AUTHOR]
- Published
- 2019
111. State Variability in Diagnosed Conditions for IDEA Part C Eligibility.
- Author
-
Barger, Brian, Squires, Jane, Greer, Maureen, Noyes-Grosser, Donna, Eile, Julia Martin, Rice, Catherine, Shaw, Evelyn, Surprenant, Kala Shah, Twombly, Elizabeth, London, Sarah, Zubler, Jennifer, and Wolf, Rebecca B.
- Subjects
FETAL alcohol syndrome ,DEVELOPMENTAL disabilities ,DIAGNOSIS of developmental disabilities ,HEARING disorders ,INSURANCE ,HEALTH insurance ,HEALTH policy ,MEDICARE ,POPULATION geography ,ELIGIBILITY (Social aspects) ,EARLY intervention (Education) ,UNITED States. Individuals with Disabilities Education Act - Abstract
An infant or toddler can begin the process of receiving Part C early intervention services by having a diagnosed condition with a high probability of developmental delay (Individuals with Disabilities Education Improvement Act, 2004). How states define those diagnosed conditions that begin the initiation process varies widely. Lists of diagnosed conditions were collected from state Part C websites and Part C coordinators for a descriptive analysis. Across 49 states, the District of Columbia, and 4 territories, a final list of 620 unique conditions was compiled. No single condition was listed by all jurisdictions. Hearing impairment was the condition listed by the most states (n = 38), followed by fetal alcohol syndrome (n = 34). Of the 620 conditions, 168 (27%) were listed by only 1 state, 554 (89%) were listed by fewer than 10 states, and 66 (11%) were listed by 10 or more states. Of these 66 conditions, 47 (71%) were listed by fewer than 20 states. Most of these 66 conditions (n = 48; 72.7%) had a prevalence of "very rare or rare," 8 (12%) were "common," 6 (9%) were "very common," and 4 (6.1%) were "unknown." The wide heterogeneity in the number and type of diagnostic conditions listed across states should be further investigated as it may represent imbalances in children with diagnosed conditions gaining access to Part C evaluations and individualized family service plans and potentially the services themselves across states. In addition, providing ready access to lists of diagnosed conditions is a simple step that could help states and Part C programs facilitate access to services. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
112. Special education trends and variations from the United States and United Kingdom (England), 1984 to 2014.
- Author
-
J. Marsh, Alan
- Subjects
SPECIAL education ,UNITED States. Individuals with Disabilities Education Act ,SCHOOL districts ,SCHOOL psychologists - Abstract
This study provides an analysis of special education data from the United States and from the United Kingdom (England) to examine national trends and to provide a research baseline for benchmarking. After years of steady increases in the US and England, Individuals with Disabilities Education Act (IDEA) enrollments and statements of special educational needs (SEN) have declined in the last decade, but there has been a recent unexpected growth in the new education, health, and care plans in England. Extremely wide variations exist for dispute resolution due process complaints, with litigation being 70 times more likely to occur in Washington DC. The article takes the view that parents should expect more equity in overall special education services without a 'zip code/postcode' lottery. Suggestions for further research include an exploration of better equivalence of data within the US by the use of education demographic and geographic estimates for school districts and statistical neighbors methodology for English Local Authorities. In conclusion, school psychologists are ideally placed to use their research and development skills to assist with benchmarking to inform critical self-reviews at both a local and a national level and to investigate more fully the complexities behind the significant variations in dispute complaints. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
113. The ongoing special education debate in Kappan.
- Author
-
PRESTON, TERESA
- Subjects
- *
SPECIAL education , *CHILDREN with disabilities , *EXCEPTIONAL children ,UNITED States. Individuals with Disabilities Education Act ,UNITED States. Education for All Handicapped Children Act - Published
- 2022
- Full Text
- View/download PDF
114. DEADLINE TO REQUEST COMPENSATORY SPECIAL EDUCATION AND RELATED SERVICES DUE TO THE PANDEMIC.
- Author
-
AGORATUS, LAUREN
- Subjects
SPECIAL education ,COVID-19 ,UNITED States. Individuals with Disabilities Education Act ,COVID-19 pandemic - Abstract
The article focuses on the varying deadline by state for requesting compensatory special education service in the U.S. Topics include how the courts recognized compensatory services under Individuals with Disabilities Education Act (IDEA), eligible children for compensatory services, and how families can request for compensatory services.
- Published
- 2022
115. Students' Privacy Rights: Where HIPAA and FERPA Intersect.
- Author
-
Gilliard, Kate W.
- Subjects
- *
RIGHT of privacy , *MEDICAL ethics laws , *MEDICAL ethics , *LEGAL compliance , *FAMILIES , *PROFESSIONAL ethics , *PROFESSIONS , *RESPONSIBILITY , *INFORMATION resources , *STUDENT rights , *CODES of ethics , *HEALTH Insurance Portability & Accountability Act , *PHYSICAL therapy students ,SCHOOL health service laws ,UNITED States. Individuals with Disabilities Education Act - Abstract
The article looks at the intersection between the Health Insurance Portability and Accountability Act (HIPAA) and the Family Educational Rights and Privacy Act (FERPA) in regard to the provision of physical therapy services to children with disabilities under the Individuals with Disabilities Education Act in the U.S. Topics mentioned include the rationale for the exemption of elementary and secondary schools from the HIPAA Privacy Rule, and the protected information under FERPA and HIPAA.
- Published
- 2020
116. Heading of the Part: Early Intervention Program.
- Subjects
EARLY intervention (Education) ,EDUCATIONAL intervention ,UNITED States. Individuals with Disabilities Education Act ,NOTICE of proposed rulemaking (Administrative law) ,GOVERNMENT agency rules & practices ,LEGISLATIVE amendments - Abstract
The article focuses on notice of adopted amendments from Illinois' Department of Human Services regarding Early Intervention Program. It mentions statutory authority for implementing and authorized by Early Intervention Services System Act and Part C of the Individuals with Disabilities Education Act (IDEA). It also mentions proposed amendment will expand the list of automatically eligible conditions for Early Intervention participants to include lead poisoning.
- Published
- 2020
117. Heading of the Part: Early Intervention Program.
- Subjects
EARLY intervention (Education) ,UNITED States. Individuals with Disabilities Education Act ,LEGISLATIVE amendments ,NOTICE of proposed rulemaking (Administrative law) ,GOVERNMENT agency rules & practices - Abstract
The article focuses on notice of proposed amendments from Illinois' Department of Human Services related to Early Intervention Program. It mentions statutory authority for implementing Early Intervention Services System Act and Individuals with Disabilities Education Act (IDEA). It also mentions proposed amendment will expand the list of automatically eligible conditions for Early Intervention participants to include lead poisoning.
- Published
- 2020
118. BUILDING BRIDGES BETWEEN SPECIAL EDUCATION & GENERAL EDUCATION THROUGH AN UNDERSTANDING OF SPECIALIZED VISUAL SUPPORTS.
- Author
-
SHAW, ANGELA
- Subjects
EDUCATION of children with disabilities ,AUDIOVISUAL materials ,BEHAVIOR disorders in children ,COMMUNICATION ,SPECIAL education ,SOCIAL support ,UNITED States. Individuals with Disabilities Education Act - Abstract
The article focuses on the specialized visual supports that are used by students in the classroom. Topics covered include the Individuals with Disabilities Education Act (IDEA), which calls for the implementation of supplementary aids and supports for students within their Individualized Education Program (IEP), and the concept of visual scaffolds, which have been shown to be successful for all students.
- Published
- 2020
119. DISABILITIES AND COUNSELING SERVICES.
- Author
-
SPOEDE, JOHN T.
- Subjects
COUNSELING ,FAMILY psychotherapy ,GROUP psychotherapy ,PARENTING ,PSYCHOTHERAPY ,SPECIAL education ,CHILDREN with disabilities ,UNITED States. Individuals with Disabilities Education Act ,COUPLES therapy - Abstract
The article discusses the different counseling services offered by the United States Department of Education to people with disabilities. It explains the importance of the Individuals with Disabilities Act for providing special education to children with disabilities. The author offers information on the 13 categories covered by the special education law such as deaf-blindness, hearing impairment and autism.
- Published
- 2020
120. TAKING CONTROL OF YOUR CHILD'S IEP EXPERIENCE.
- Author
-
GROSSMAN, E. GAY
- Subjects
EDUCATION of children with disabilities ,DISABILITY laws ,CHILD development ,CHILD rearing ,CHILDREN'S rights ,GOAL (Psychology) ,INTERPROFESSIONAL relations ,MAINSTREAMING in special education ,PARENTING ,PARENTS of children with disabilities ,SPECIAL education ,TEACHER-student relationships ,PSYCHOSOCIAL factors ,UNITED States. Individuals with Disabilities Education Act ,HUMAN services programs ,PARENT attitudes ,SPECIAL education schools - Abstract
The article discusses how parents can better support their children with disabilities who are enrolled in an Individualized Educational Program (IEP). It mentions the need for parents to be involved in IEP meetings to prepare and ensure that they meet the program's goals. The author stresses the need for parents to have their children be also guided and seen by a care professional that is not involved in the IEP school system to assess the progresses made by the children through the program.
- Published
- 2020
121. Readability of Individuals With Disabilities Education Act Part B Procedural Safeguards: An Update.
- Author
-
Gray, Sara A., Zraick, Richard I., and Atcherson, Samuel R.
- Subjects
- *
COMPARATIVE studies , *INFORMED consent (Medical law) , *READABILITY (Literary style) , *ASSISTIVE technology , *SPECIAL education , *SOFTWARE architecture , *PARENTAL notification (Medical law) , *HEALTH literacy ,UNITED States. Individuals with Disabilities Education Act - Abstract
The purpose of this study was to analyze the readability of Individuals with Disabilities Education Act (IDEA) Part B procedural safeguard documents, as distributed by each of the 50 U.S. states. Results were compared to the 5th- to 6th-grade readability guideline for documents recommended by experts in health literacy and health communication. Method: A commercially available readability software, Readability Studio (Oleander Software, 2009), was used to assess document readability. Text-based files of each IDEA Part B procedural safeguard document were analyzed using four readability formulas: Flesch-Kincaid (Flesch, 1965), Gunning fog index (Gunning, 1952), Flesch Reading Ease (Flesch, 1948), and Simple Measure of Gobbledygook (McLaughlin, 1969). Results: No procedural safeguard document scored below an 11th-grade reading level. Seventy-four percent of these documents were found to be written at a graduate reading level--meaning these documents are written for a reader who is currently enrolled in a master's degree or higher education program. Conclusion: In an effort to decrease barriers to parent participation in the Individualized Education Planning process, those who administer IDEA Part B procedural safeguards should be sensitive to the potential mismatch between the literacy skills of the parent/guardian and the literacy skills needed to comprehend these documents. Developers of IDEA Part B procedural safeguards should account for estimated literacy skills of the general public as ongoing revisions to these safeguards are made. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
122. Student Access to Medical Marijuana in the School System.
- Subjects
MEDICAL marijuana laws ,MARIJUANA legalization ,DRUG legalization ,MEDICAL necessity (Law) ,UNITED States. Individuals with Disabilities Education Act ,EDUCATIONAL law & legislation ,EDUCATION of people with disabilities - Abstract
The article discusses how due to the inconsistent and inconvenient laws, parents and school administrators are struggling to find ways to accommodate the children's need for medical marijuana in the U.S. Topics discussed include legalization of marijuana for medicinal purposes; Washington's statute dealing with the use of medical marijuana in school; and provisions of Individuals with Disabilities Education Act.
- Published
- 2019
123. PAVED WITH GOOD INTENTIONS: HOW ENDREW F. COULD AFFECT STRUGGLING SCHOOL DISTRICTS.
- Author
-
Morgan, Michael S.
- Subjects
SCHOOL districts ,UNITED States. Individuals with Disabilities Education Act ,PUBLIC school teachers ,EDUCATIONAL standards ,SPECIAL education - Published
- 2019
124. EDUCATIONAL RIGHTS OF COLLEGE STUDENTS WITH DISABILITIES.
- Author
-
SINGH, DELAR K.
- Subjects
- *
HIGHER education , *COLLEGE students , *COLLEGE students with disabilities , *AMERICANS with Disabilities Act of 1990 ,UNITED States. Individuals with Disabilities Education Act - Abstract
College education has become a prerequisite in today's globalized, knowledge based, and technology controlled economy. A college education not only benefits the individual, it also has numerous advantages for society. Research shows that college graduates are less likely to be involved with crime, more likely to be home owners, more likely to be healthy, more likely to live longer, and more likely to be financially astute. They tend to be good citizens whose contributions to society are hard to enumerate. Unlike compulsory public school education in the USA, there are no laws that mandate attendance in a college. For high school students with disabilities, the scenario is slightly different. The Individuals with Disabilities Education Improvement Act (IDEA) mandates that high school teachers and guidance counselors help high school students with disabilities plan for postsecondary education and post-school outcomes. Consequently, unprecedented numbers of students with disabilities are arriving in colleges and universities. Unfortunately, college professors and other personnel are not always prepared to work with these students. This paper focuses on educational rights of college students with disabilities that have been granted to them by federal legislation such as the Americans with Disabilities Act, and the Rehabilitation Act. It also includes short case studies of college students with disabilities. [ABSTRACT FROM AUTHOR]
- Published
- 2019
125. Inclusion in the United States: correlations between key state variables.
- Author
-
Westling, David L.
- Subjects
- *
INCLUSIVE education , *STUDENTS with disabilities , *ACADEMIC achievement , *INTELLECTUAL disabilities ,UNITED States. Individuals with Disabilities Education Act - Abstract
The United States (U.S.) Department of Education reports that the range for all students with disabilities included for at least 80% of the day in the general education classroom in different states is between 83.6% and 36.9%. Such a range also exists for individual disability groups. While other studies have noted these differences, none have attempted to determine factors associated with them. In the present study, using the 50 states as subjects, extant data sources were used to determine correlations between the percent of three groups of students included for at least 80% of the day in each state, and key state variables representing states' political leanings, educational levels, financial conditions, and formal complaints as allowed under the Individuals with Disabilities Education Improvement Act (Individuals with Disabilities Education Act, 20 U.S.C. § 1400. 2004). Also analyzed was the relationship between states' educational achievements and levels of inclusion. Findings are reported in terms of correlations between the variables and the variance accounted for in inclusion by different variables. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
126. THERE IS NO SUCH THING AS A FREE APPROPRIATE PUBLIC EDUCATION.
- Author
-
Doebler, Angelika Orletsky
- Subjects
- *
EDUCATION of people with disabilities , *PUBLIC schools , *RIGHT to education , *SPECIAL education finance ,UNITED States. Individuals with Disabilities Education Act - Abstract
The article focuses on the requirements that the U.S. Individuals with Disabilities Education Act places on public schools. Topics include Arizona's constitutional provisions and state case law that establish a fundamental right to education; the financing of school special education programs at the federal and state levels; and the U.S. Supreme Court case Endrew F. ex rel. Joseph F. v. Douglas County School District on same.
- Published
- 2019
127. SPECIAL EDUCATION IN AMERICAN PRISONS: RISKS, RECIDIVISM, AND THE REVOLVING DOOR.
- Author
-
Simoneau, Blakely Evanthia
- Subjects
EDUCATION of prisoners ,RECIDIVISM ,PUBLIC education ,UNITED States. Individuals with Disabilities Education Act ,SOCIAL context - Abstract
"The deprivation of public education is not like the deprivation of some other governmental benefit. Public education has a pivotal role in maintaining the fabric of our society and in sustaining our political and cultural heritage: the deprivation of education takes an inestimable toll on the social, economic, intellectual and psychological well-being of the individual, and poses an obstacle to individual achievement." The Individuals with Disabilities Education Act (IDEA) ensures students with disabilities enjoy significant legal protections and promises access to a free, appropriate public education. However, the IDEA intentionally omits from its protection some of the most vulnerable individuals--those with disabilities who are incarcerated in American prisons. The exceptions within the IDEA for this population all but ensure these individuals are unable to access meaningful education. This Article explores the exceptions in the IDEA for this population, providing a comprehensive overview of the denial of special education services in American prisons in a broader social context, and considering the costs to both the individual and society as a whole. Individuals with disabilities are more likely to be incarcerated, to go unidentified as needing services, and to lack meaningful access to education prior to their conviction. Upon release, they are less likely to find gainful employment. Ultimately, the failure of the IDEA to ensure that this population has access to special education contributes to a cycle of disenfranchisement that begins with a poor education system and ends with increased recidivism rates. Given the overall costs, both economic and individual, this Article concludes that these exceptions should either be repeated entirely or, at a minimum, the IDEA should be redrafted to end their inappropriate reach. [ABSTRACT FROM AUTHOR]
- Published
- 2019
128. A Decade of Disproportionality: A State-Level Analysis of African American Students Enrolled in the Primary Disability Category of Speech or Language Impairment.
- Author
-
Robinson, Gregory C. and Norton, Pamela C.
- Subjects
- *
CONFIDENCE intervals , *ETHNIC groups , *LANGUAGE disorders , *POPULATION density , *RACISM , *SCHOOLS , *SPECIAL education , *SPEECH disorders , *STATISTICS , *SOCIAL stigma , *STUDENTS , *PSYCHOLOGY of Black people , *DATA analysis , *SCHOOL admission ,UNITED States. Individuals with Disabilities Education Act - Abstract
Purpose: This study aimed to determine if African American students were disproportionately represented between the years of 2004 and 2014 in the primary disability category of Speech or Language Impairment (S/LI) under the 2004 reauthorized Individuals with Disabilities Education Improvement Act. Method: S/LI enrollment data from the Office of Special Education Programs and general enrollment data from the National Center for Education Statistics were analyzed to compare the risk of primary S/LI category enrollment of African American students to that of all other students. Risk ratios with 99% confidence intervals were calculated for each state across the 10 years studied. Results: An average of 75% of states disproportionately represented African American students in the S/LI category each year; on average, 62% underrepresented African American students, and 14% overrepresented them. A post hoc analysis of the relationship between African American student representation and population densities revealed that states with high African American population densities almost exclusively underrepresented African American students and states with low densities tended toward a proportionate representation. Conclusions: African American students were largely underrepresented in the category of S/LI in the years studied. These findings, alongside historic and chronic overrepresentation in other categories of special education, are discussed in the context of the fragmented harm theory (Payne, 1984; Voulgarides, 2018; Voulgarides, Zwerger, & Noguera, 2013) and the disability rights and critical race theory (Annamma, Connor, & Ferri, 2013). [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
129. Are School Personnel Liable for Money Damages Under the IDEA or Section 504 and the ADA?
- Author
-
Zirkel, Perry A.
- Subjects
- *
DAMAGES (Law) ,UNITED States. Individuals with Disabilities Education Act ,PUBLIC school employees - Abstract
This brief article addresses the question of whether the Individuals with Disabilities Act or Section 504 and its sister statute, the Americans with Disabilities Act, provides for the liability of special educators and other public school personnel for money damages. The analysis synthesizes the applicable case law under these federal disability laws not only directly but also in connection with the added avenue of liability under Section 1983, and discusses the practical implications of the almost entirely "No" answer to this focal question. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
130. Strengths and Challenges of Service Coordination in Eight States.
- Author
-
Childress, Dana C., Nichols, Sarah, and Schnurr, Melissa
- Subjects
FAMILY health ,FAMILY services ,LABOR supply ,PROFESSIONAL employee training ,QUALITY assurance ,SURVEYS ,WORKERS' compensation ,EMPLOYEES' workload ,EARLY intervention (Education) ,UNITED States. Individuals with Disabilities Education Act - Abstract
A survey was distributed in 8 states to learn about perceived strengths and challenges of service coordination from those working in early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act. Survey responses from 769 service coordinators and other EI personnel in 8 states provide an overview of state systems and the implementation of service coordination activities within these state EI systems. Respondents suggested that service coordinators experience the following needs: (1) balancing the workload by reducing the number of families served per service coordinator and decreasing the amount of paperwork; (2) improved compensation and funding; and (3) better and more frequent training opportunities. Findings from this survey were analyzed and used by representatives from participating states to determine state and national action plans for improving the professional development and identity of service coordinators, with the goal of prioritizing support for this important part of the early childhood intervention workforce. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
131. Integrating Intensive Intervention Into Special Education Services: Guidance for Special Education Administrators.
- Author
-
Lemons, Christopher J., Sinclair, Anne C., Gesel, Samantha, Danielson, Louis, and Gandhi, Allison Gruner
- Subjects
SPECIAL education administrators ,SPECIAL education administration ,SPECIAL education teachers ,UNITED States. Individuals with Disabilities Education Act ,SPECIAL education - Abstract
• Special education administrators at both the district and school level are serving in critical roles that uniquely position them to improve academic and behavioral outcomes of students with disabilities by ensuring the special education teachers under their supervision are prepared to deliver an evidence-based form of intensive intervention--data-based individualization. • Thismanuscript reports lessons learned fromthe National Center on Intensive Intervention's first 5 years of providing technical assistance to 26 schools. School staff received training and ongoing support to integrate intensive intervention into their service delivery models. • Lessons learned focus on establishing a core implementation team, examining the current state of intervention efforts, starting with a focused pilot project, targeting professional development efforts, and establishing documented procedures and intervention plans. • Guidance for special education administrators to get started with the integration of data-based individualization into special education services is provided. [ABSTRACT FROM AUTHOR]
- Published
- 2019
132. A STATUTORY SOLUTION TO A CONSTITUTIONAL PROBLEM.
- Author
-
Grigsby, Kevin
- Subjects
RIGHT to education ,BROWN v. Board of Education of Topeka ,SEGREGATION in education ,UNITED States. Individuals with Disabilities Education Act ,EDUCATION - Abstract
The article focuses on history of the right to education in the U.S. Topics discussed include U.S. Supreme Court case Brown v. Board of Education addressing racial desegregation of public schools under Civil Rights Act of 1964; enactment of Individuals with Disabilities Education Act for preventing discrimination in education; and comparison of the right in U.S. to South Africa's unambiguous constitutional recognition.
- Published
- 2019
133. WHO WILL EDUCATE ME? USING THE AMERICANS WITH DISABILITIES ACT TO IMPROVE EDUCATIONAL ACCESS FOR INCARCERATED JUVENILES WITH DISABILITIES.
- Author
-
KOSTER, LAUREN A.
- Subjects
- *
AMERICANS with Disabilities Act of 1990 , *JUVENILE prisoners , *RIGHT to education , *LAWS on education of children with disabilities , *LEGAL status of juvenile prisoners , *SPECIAL education , *EDUCATION , *EDUCATIONAL law & legislation ,UNITED States. Individuals with Disabilities Education Act - Abstract
Youth involved with the juvenile justice system present with a higher rate of disability, including mental illness and learning disabilities, than do nonsystem-involved youth. These young people are often eligible for special education services as provided by the federal Individuals with Disabilities Education Act ("IDEA"). Eligible youth incarcerated in juvenile detention and correctional facilities, however, often fail to receive these services. Education advocates typically bring suits against school districts and correctional institutions alike under the IDEA's mandate to provide a free appropriate public education to students with disabilities. Unfortunately, this approach is failing because the IDEA is not able to tackle other conditions within facilities that stand as barriers to educational access. The IDEA, however, is not the sole remedy available. The Americans with Disabilities Act ("ADA"), which reaches beyond the educational context and applies to more governmental entities than the IDEA, offers a more robust litigation avenue for enforcing the education rights of incarcerated youth with disabilities. Bringing suit under the ADA, therefore, either alone or in conjunction with the IDEA, could result in more consistent enforcement of incarcerated youths' right to an education than bringing suit solely under the IDEA. [ABSTRACT FROM AUTHOR]
- Published
- 2019
134. The Texas Special Education Cap: Exploration into the Statewide Delay and Denial of Support to Students with Disabilities.
- Author
-
DeMatthews, David E. and Knight, David S.
- Subjects
UNITED States. Individuals with Disabilities Education Act ,SPECIAL education ,DISABILITIES - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
135. FREE APPROPRIATE PUBLIC EDUCATION AFTER ENDREW F. V. DOUGLAS COUNTY SCHOOL DISTRICT (2017).
- Author
-
Conroy, Terrye and Yell, Mitchell L.
- Subjects
- *
FREE appropriate public education , *LEGAL judgments , *DISTRICT court decisions ,UNITED States. Individuals with Disabilities Education Act - Abstract
The article analyzes the decision of the U.S. Supreme Court case in Andrew F. versus Douglas County School District. Topics covered include the development of the free appropriate public education (FAPE) requirement of the Individuals with Disabilities Education Act (IDEA), the Supreme Court's FAPE ruling in Board of Education of the Hendrick Hudson Central School District versus Rowley and the conclusion of the Andrew case in the U.S. District Court.
- Published
- 2019
136. THE LEAST RESTRICTIVE ENVIRONMENT FOR PROVIDING EDUCATION, TREATMENT, AND COMMUNITY SERVICES FOR PERSONS WITH DISABILITIES: RETHINKING THE CONCEPT.
- Author
-
Stone, Donald H.
- Subjects
- *
INCLUSIVE education , *AMERICANS with Disabilities Act of 1990 , *SPECIAL education , *GROUP homes ,UNITED States. Individuals with Disabilities Education Act - Abstract
The article discusses and examines the least restrictive environment (LRE) concept prevalent in the American with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA). Topics covered include an examination of a historical perspective of the LRE, and an exploration of the various uses of the LRE in civil commitment laws, special education, group homes and community based treatment, guardianships and architectural accessibility.
- Published
- 2019
137. PRESCHOOL AND LEAD EXPOSED KIDS: THE IDEA JUST ISN'T GOOD ENOUGH.
- Author
-
Czapanskiy, Karen Syma
- Subjects
- *
RIGHT to education , *PRESCHOOL education , *LEAD , *CHILDREN'S rights ,UNITED States. Individuals with Disabilities Education Act - Abstract
The author argues that remediation efforts should include universal access to preschool. Topics covered include the effects of childhood lead exposure on the capacity of children to get an adequate education, details of how the Individuals with Disabilities Education Act (IDEA) fails to guarantee access to preschool for most children who are exposed to lead and the two fundamental changes to the IDEA as proposed by the author.
- Published
- 2019
138. ENDREW F. CLAIRVOYANCE.
- Author
-
Weber, Mark C.
- Subjects
- *
LEGAL judgments , *PUBLIC education ,UNITED States. Individuals with Disabilities Education Act - Abstract
The Second Circuit Court of Appeals has declared that "Prior decisions of this Court are consistent with the Supreme Court's decision in Endrew F.," the 2017 Supreme Court case interpreting the Individuals with Disabilities Education Act obligation to furnish students with disabilities free, appropriate public education. This Essay considers whether that statement is accurate, and concludes that while some of the past Second Circuit decisions fit comfortably with Endrew F. ex rel. Joseph F. v. Douglas County School District RE-1, others do not. The Essay submits that the court of appeals should confess a lack of clairvoyance in its earlier decisions and forthrightly overrule or limit those cases that are not consistent with the interpretation of the appropriate education duty found in Endrew F. [ABSTRACT FROM AUTHOR]
- Published
- 2019
139. SYMPOSIUM CURRENT ISSUES IN DISABILITY RIGHTS LAW FOREWORD.
- Author
-
Levine, Samuel J.
- Subjects
- *
CHILDREN with disabilities , *GENDER identity ,UNITED States. Individuals with Disabilities Education Act - Abstract
An introduction is presented in which the editor discusses articles in the issue on topics including the development of the Individuals with Disabilities Education Act (IDEA), the rights of children with disabilities and the failures to provide adequate protection to individuals in relation to sexual autonomy and identity.
- Published
- 2019
140. WHY AMERICA IS BETTER OFF BECAUSE OF THE AMERICANS WITH DISABILITIES ACT AND THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT.
- Author
-
Blanck, Peter
- Subjects
- *
AMERICANS with Disabilities Act of 1990 , *PEOPLE with disabilities , *SOCIAL integration , *DISABILITY laws ,UNITED States. Individuals with Disabilities Education Act - Abstract
The article explores how the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) has evolved and examines whether the laws have achieved their objectives. Topics covered include a look into the fore stories and struggles with Americans with disabilities and their family members and supporters, the significance of an inclusive and participatory American society and the impact of the integration and inclusion drive as inspired by the ADA and IDEA.
- Published
- 2019
141. CANINES IN THE CLASSROOM REDUX: APPLYING THE ADA OR THE IDEA TO DETERMINE WHETHER A STUDENT SHOULD BE ALLOWED TO BE ACCOMPANIED BY A SERVICE ANIMAL AT A PRIMARY OR SECONDARY EDUCATIONAL INSTITUTION.
- Author
-
Huss, Rebecca J.
- Subjects
- *
AMERICANS with Disabilities Act of 1990 , *SERVICE animals , *PRIMARY education , *SECONDARY education ,UNITED States. Individuals with Disabilities Education Act - Abstract
The article explores some of the issues impacting the application of the Americans with Disabilities Act (ADA) or the Individuals with Disabilities Act (IDEA) in determining whether a student be allowed to be accompanied by a service animal at a primary or secondary educational institution. Topics covered include a background on the Fry versus Napoleon Community Supreme Court case and cases relating to service animals in schools applying the analysis set forth in the Fry decision.
- Published
- 2019
142. MONETARY LIABILITY OF PUBLIC SCHOOL EMPLOYEES UNDER THE IDEA AND SECTION 504/ADA.
- Author
-
Zirkel, Perry A.
- Subjects
- *
EDUCATION of people with learning disabilities , *LEGAL liability , *ACADEMIC achievement evaluation , *SCHOOL districts , *ACTIONS & defenses (Law) , *AMERICANS with Disabilities Act of 1990 , *EVALUATION ,UNITED States. Individuals with Disabilities Education Act - Abstract
The article discusses a hypothetical court case pertaining to a school child named K.G. whose mother filed a lawsuit against the Rural School District on account of the district's failure to evaluate K.G. on various occasions. It outlines considerations with regard to the monetary liability of the school's personnel under the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA) under which K.G. is supposed to fall.
- Published
- 2019
143. A Brief Model for Explaining Dispute Resolution Options in Special Education.
- Author
-
MAYES, THOMAS A.
- Subjects
- *
DISPUTE resolution , *SPECIAL education , *DUE process of law , *LAWS on education of people with disabilities ,UNITED States. Individuals with Disabilities Education Act - Abstract
The article provides an additional way to explain to parents and school officials the key differences between the Individuals with Disabilities Education Act's (IDEA) dispute resolution processes in special education using a multidimensional model. Topics covered include due process complaints, complaints to the state department of education, and mediation.
- Published
- 2019
144. Least Restrained Environment: Amending the IDEA to Require Positive Behavioral Interventions and Supports in IEPs.
- Author
-
AZIZOGLU, HELIN
- Subjects
- *
LAW reform , *LEGAL status of students with disabilities , *REGULATORY reform , *SCHOOL safety , *STATUTES , *EDUCATION of students with disabilities ,UNITED States. Individuals with Disabilities Education Act - Abstract
Students with disabilities are disproportionately restrained and secluded in schools. Though sometimes these practices are employed as necessary safety measures to de-escalate a behavioral crisis and protect students and staff from injury, they are prone to abusive or unsafe implementation, especially when performed by untrained or inadequately trained staff. In recent years, research has emerged illuminating the risks associated with these practices, which can lead to injury or death when performed improperly. There is currently no federal legislative or regulatory framework in place addressing the practice of restraint and seclusion in schools, and state practices vary widely. As such, this Note proposes amending the Individuals with Disabilities Education Act, the statute governing the rights of students with disabilities, to affirmatively require the inclusion of positive behavioral interventions and supports in individualized education plans. Additionally, this Note proposes recommendations to bolster protections for students with disabilities at the state level. [ABSTRACT FROM AUTHOR]
- Published
- 2019
145. SUPREME COURT DECISIONS.
- Subjects
EDUCATION of people with disabilities ,EDUCATIONAL law & legislation ,UNITED States. Individuals with Disabilities Education Act ,LAWS on education of people with disabilities ,COMMUNITY schools - Abstract
The article highlights few U.S. Supreme Court decisions. Several cases discussed include "Colonial Sch. Dist. v. Rena C." related to reimbursement of attorney's fees under Individuals with Disabilities Education Act (IDEA); "P. v. West Hartford Bd. of Educ" related to child had been denied free appropriate public education due to procedure violations of IDEA; and "S.B. v. Seymour Community Schools" on protection against parent of student after parent protested school wearing firearm. s.
- Published
- 2019
146. Flags on the Play?: We're on the Same Team!
- Author
-
Hitch, Rachel B.
- Subjects
EDUCATION of people with disabilities ,EDUCATIONAL law & legislation ,UNITED States. Individuals with Disabilities Education Act ,LAWS on education of people with disabilities - Abstract
The article offers information on a Terry Seligmann's article published in a 2017 issue of the periodical in which she used football to analyze the U.S. Supreme Court's decision in "Endrew F. v. Douglas County School District RE-1," in which the court ruled that held that, under the Individuals with Disabilities Education Act, schools must provide students an education to enable a child to make appropriate progress It highlights the court's decision in "Board of Education v. Rowley."
- Published
- 2019
147. Flagging Efforts to Win Under the Banner of Endrew F.
- Author
-
Zirkel, Perry A.
- Subjects
EDUCATION of people with disabilities ,EDUCATIONAL law & legislation ,UNITED States. Individuals with Disabilities Education Act ,LAWS on education of people with disabilities - Abstract
The article offers information on a Terry Seligmann's article published in a 2017 issue of the periodical in which she used football to analyze the U.S. Supreme Court's decision in "Endrew F. v. Douglas County School District RE-1," in which the court ruled that held that, under the Individuals with Disabilities Education Act, schools must provide students an education to enable a child to make appropriate progress It highlights the court's decision in "Board of Education v. Rowley."
- Published
- 2019
148. FORGOTTEN CHILDREN: RETHINKING THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT BEHAVIOR PROVISIONS.
- Author
-
DALTON, MARGARET A.
- Subjects
LEGAL status of students with disabilities ,UNITED States. Individuals with Disabilities Education Act ,STATUTES ,UNITED States appellate courts ,LEGAL judgments - Abstract
The article examines current law in the U.S. and proposes constructive change to deal with inequities for students with behavior challenges. Topics discussed include behavior provisions in the Individuals with Disabilities Education Act, state statutes and rules and similarities and differences in appellate court decisions of the eleven federal circuits from 2011 through 2016.
- Published
- 2019
149. JUST ANOTHER SCHOOL?: THE NEED TO STRENGTHEN LEGAL PROTECTIONS FOR STUDENTS FACING DISCIPLINARY TRANSFERS.
- Author
-
JOHNSON, MIRANDA and NAUGHTON, JAMES
- Subjects
SCHOOL discipline ,ALTERNATIVE schools ,UNITED States. Individuals with Disabilities Education Act ,DISCRIMINATION in education - Abstract
The article explore the legal protections governing alternative school placements for disciplinary purposes in the U.S. Topics include use of alternative school transfers for disciplinary reasons; enactment of Individuals with Disabilities Education Act for preventing discrimination in schools; and the U.S. Supreme Court case Goss v. Lopez on same.
- Published
- 2019
150. FORGOTTEN CHILDREN: RETHINKING THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT BEHAVIOR PROVISIONS.
- Author
-
DALTON, MARGARET A.
- Subjects
BEHAVIOR disorders in children ,EDUCATION of people with disabilities ,BEHAVIOR disorders ,UNITED States. Individuals with Disabilities Education Act ,EDUCATIONAL law & legislation ,BEHAVIORAL assessment - Abstract
The article examines U.S. law and proposes constructive change to deal with inequities for students with behavior challenges. The behavior provisions in the Individuals with Disabilities Education Act (IDEA) are addressed. The similarities and differences in appellate court decisions of the eleven federal circuits concerning a factual or legal determination of the Functional Behavioral Assessment and Behavior Intervention Program requirements are discussed.
- Published
- 2018
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.