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The article focuses on the complexities that arise when parents of children with disabilities navigate the intersection of the Individuals with Disabilities Education Act (IDEA) and state family law during divorce and custody proceedings. It highlights the significant rights and responsibilities parents have under IDEA in developing and maintaining their child's education, and how marital difficulties can exacerbate the challenges of ensuring a free appropriate public education (FAPE).

Despite consensus on the importance of early detection and intervention for autistic children, health disparities exist, limiting access to timely services. One specific service type in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study aimed to assess access to Part C, Early Intervention services for children who were evaluated for autism spectrum disorder and to examine factors that predicted parent-reported access to these services. This study extracted sociodemographic and service access data from the medical records of 709 children aged 12–40 months who were evaluated for autism spectrum disorder. Results showed that only 50% of the sample had reportedly accessed Part C, Early Intervention services. Those who identified as Black had decreased odds of having accessed Part C, Early Intervention, relative to those who identified as White, while those with a lower age of first parent concern had increased odds of having accessed Part C, Early Intervention. When inputting the independently significant variables into the model, both variables, identifying as Black and a lower age of first concern, remained significantly associated with accessing Part C, Early Intervention. Future work should investigate how these disparities come to be. Health disparities are defined as preventable differences in the opportunities to achieve optimal health outcomes experienced by marginalized and underrepresented communities. For families with autistic children, health disparities limit accessing early intervention services—which have been found to improve quality of life and other outcomes. One specific early intervention service in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study adds to this topic by examining which factors impact accessing Part C, Early Intervention services for children who were evaluated for autism. Results showed that only half of the sample received these services despite there being concerns about development for all children. In addition, results showed that those who identified as Black had decreased odds of having accessed Part C, Early Intervention compared to those who identified as White. These results suggest that there are disparities when it comes to accessing important early intervention services that may be negatively impacting the Black autistic community. [ABSTRACT FROM AUTHOR]

This article describes the development and use of a first of its kind statewide implementation of an adapted Early Start Denver Model (ESDM). Supported by a collaborative partnership between stakeholders that included families, state agencies, and a state university, the intervention was implemented within the existing framework of a northeastern state's relationship-based Individuals with Disabilities Education Act (IDEA) Part C early intervention program. Participants were 194 families. The study examined the effectiveness and implementation costs of an adaptation of the ESDM using a coaching model to inform statewide implementation to improve outcomes for young children with autism spectrum disorder (ASD) in rural and low-resource states. Results indicated 194 children who received a monthly average of 10.90 hr of adapted ESDM for an average of 12 months demonstrated an improvement in the frequency of ASD symptomology for a total cost of US$2,511/child. Intervention intensity and child factors demonstrated varying influence on outcomes. This study contributes to the literature by demonstrating the potential for positive impact of an evidence-based practice scaled to a statewide model of early intervention for young children with ASD. [ABSTRACT FROM AUTHOR]

Drawing on eight waves of the Schools and Staffing Survey and the National Teacher and Principal Survey, we used a difference-in-differences research design to examine special education teachers' (SETs) responses to No Child Left Behind (NCLB) and the subsequent reauthorization of the Individuals with Disabilities Education Act (IDEA). IDEA was associated with decreases in the proportion of SETs with special education as a field of study and graduate degrees, an increase in co-teaching, and a decrease in the proportion of SETs working in a resource delivery model, with no evidence that NCLB influenced these outcomes. Little consistent evidence was found to indicate these federal policies influenced SETs' job attitudes (e.g., job satisfaction). We identified differences in these associations based on school poverty status and grade level. These findings help to better understand the status and challenges of the current SET workforce and the unintended consequences of federal reform policies. [ABSTRACT FROM AUTHOR]

Many physical education teachers and teachers of students with visual impairments have difficulty including children with visual impairment and additional disabilities. The lack of appropriate opportunities by teachers places this burden on parents to be more involved in their child's physical education programming. Parents can be key stakeholders in helping their children know the solutions to the barriers to involvement in physical activity and sports. As a result of parental involvement in their child's physical education, the child's motor competence may improve. Therefore, the purpose of this study was to determine the perceptions of parents with children with visual impairments and additional disabilities regarding their child's physical education. A survey was developed and validated by experts in the field. The analyses of this mixed methods survey included frequency analyses of the quantitative data and themes from the open-ended questions. Seventy-four parents/guardians with children with visual impairment including moderate to severe disabilities participated. Parental responses indicated that most children were provided physical education services; however, only 50% are satisfied with their child's physical education experiences. While most parents indicated they were actively involved with their child's programming, many barriers and support needs indicated a dire need for more training to support both parents and educators of youth with visual impairments and additional disabilities. [ABSTRACT FROM AUTHOR]

Chronic illnesses are conditions that last one year or more and require ongoing medical attention, limit activities of daily living, or both (Raghupathi & Raghupathi, 2018). Over 40% of school-aged children have at least one chronic health condition (Centers for Disease Control and Prevention, 2021). Children with chronic illnesses may need accommodations to their learning environment and can be protected by the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. Some of the most common chronic illnesses impacting students include respiratory disorders, bleeding disorders, sickle cell anemia, and diabetes. The purpose of this article is to discuss common chronic health conditions and how physical educators and coaches can provide an environment in which children with chronic illnesses are safe and successful while participating in physical activity. [ABSTRACT FROM AUTHOR]

The Special Education Process (SEP) demands the collaboration of various professionals and personalities to create the Individualised Education Plan (IEP), beginning with the evaluation conducted by clinical psychologists, psychiatrists and in this study, developmental paediatricians. Assessments acts as a keystone document, serving as basis for determining placement levels, student support requirements and depth of academic training to be implemented. With inclusion gradually being implemented in the Philippines, the study sought to determine the translatability of the assessment report produced by developmental paediatricians into the IEP. The study used documentary analysis of 50 individualised education plans derived from the assessment reports of 10 different developmental paediatricians. The documents were analysed to determine the presence of components needed to refer to in making the IEP. The data shows that the assessment reports have four components, namely profile, present level of condition, report and recommendation. These components can be used as reference material in creating the IEP, and as a basis for a structured approach in creating the document. However, the study also shows how the report content and structure slightly differ for each other, making some of the reports easier to refer to compared to others. [ABSTRACT FROM AUTHOR]

In March of 2023, the Supreme Court clarified the exhaustion requirement set out in the Individuals with Disabilities Education Act (IDEA), holding that plaintiffs do not need to exhaust administrative procedures if the type of relief that they are seeking is unavailable under the IDEA. In doing so, the Court left unanswered the question of whether the exhaustion requirement is susceptible to the futility exception--an exception that is currently recognized by eleven courts of appeals. This Comment provides an overview of the IDEA and its exhaustion requirement, including an analysis of exceptions to the requirement. I address the inconsistencies in the interpretation and application of these exceptions and the effect of the Court's restraint in deciding the issue. I argue that the futility exception fits in line with Congressional intentions and heeds judicial precedent. The Court's discretion furthers confusion in lower courts and impedes students' paths to relief. Finally, I analyze whether the Court's decision in Luna Perez could be utilized to expand the scope of exceptions to exhaustion, specifically exceptions for systemic violations. [ABSTRACT FROM AUTHOR]

Purpose: This review of federal statutes, regulations, administrative directions, and case law related to special education, disabilities, and school nutrition is designed to provide speech-language pathologists (SLPs) with information essential for determining eligibility children with pediatric feeding disorder (PFD). Despite the absence of mention of dysphagia or PFD in federal statutes and regulations, special education, disability, and school food service requirements provide direction for serving children with health care needs, which include children with dysphagia. The federal requirements, court cases, and policy interpretations are detailed to provide guidance to SLPs and their school teams when working with children with PFDs. Method: Federal statutes and regulations, administrative directions, and case law were reviewed. This review details the application of federal statutes and regulations for children with PFDs. Furthermore, administrative direction and case law identify the importance of attending to the safety of children with dysphagia. Results: As a result of this review, sections of the various federal statutes and regulations that support provision of services to children with PFD are identified. In addition, information from case law and administrative reviews further highlights the importance of attending to the rights and needs of children with PFD. Conclusions: The rights of all children with disabilities are established through statutes, regulations, and case law, and children with PFDs benefit from these rights. These requirements can guide SLPs in working with school teams, so that children with dysphagia can be found eligible for and receive school-based services for dysphagia. [ABSTRACT FROM AUTHOR]

Laws, practices, and research about reading difficulties have been gradually and rapidly changing since the passage of the Individuals with Disabilities Education Act in 1974. It is difficult for schools to keep up, especially when it takes approximately 16 years for research to reach widespread public knowledge. In this article, I frame the latest research about reading difficulties within the daily discussions occurring in schools. I address misconceptions and best practices about dyslexia, learning disabilities, screening, instruction, and a common, but unknown cause of reading difficulties—developmental language disorder. Research cited in this article come from studies funded by the National Institutes of Child Health and Development and the Institute of Education Sciences. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic increased the use of remote service delivery in early childhood intervention (EI), and this increased use is promising for young children with disabilities living in rural communities. However, the increase in remote service delivery requires a greater understanding of using evidence-based practices (EBP) delivered by EI providers via this mode. Remote service delivery adds a new context to EI services requiring study to identify (a) what works for whom and under what conditions, (b) how an evidence-based practice delivered remotely results in positive outcomes for young children and caregivers, and (c) the independent variables that influence those outcomes. This position paper explains the importance of remote service delivery for improving access to EBP for young children with disabilities and their families in rural communities using a conceptual framework. The conceptual framework includes three essential factors described in depth in this article. First, the conceptual framework can support researchers in designing rigorous studies to deliver evidence-based practices remotely. Second, the conceptual framework can support EI programs and providers in identifying EBP for service delivery for young children and families in rural communities. [ABSTRACT FROM AUTHOR]

This Article proposes an invigoration in the exercise of the broad equitable authority of hearing officers under the Individuals with Disabilities Act. Providing a higher priority on, and an affirmative presumption for, remedying violations of the Act is in the interest of all parties, extending from the individual child to the child's parents, the school district, the broader stakeholders, and the systemic improvements that is the statutory purpose. The task is not an easy one, especially given the rather tight timeline for completion of hearing officer proceedings, but it is doable with well-tailored creativity and efficiency. As the contents of the Article also explain and illustrate, the benefits of truly "doing equity" are worth this paradigm shift of prevailing practice. [ABSTRACT FROM AUTHOR]

In special education disputes, post-hoc evidence—i.e., evidence that was not available to a school district at the time it acted, failed to act, or made the decision at issue—matters. For many families of children with disabilities, post-hoc evidence is the primary and, in some cases, only proof that a school district violated the Individuals with Disabilities Education Act (“IDEA”), which guarantees students with disabilities the right to a free and appropriate public education. Exclusion of this evidence deprives children with disabilities and their parents of their due process rights and remedies, with disproportionate adverse effects on families with limited financial means. Despite the critical function that post-hoc evidence plays in demonstrating an IDEA violation, some circuits bar its consideration in certain types of special education disputes via the judicially created “Snapshot Rule.” Most recently, in a divided, precedential decision in J.M. v. Summit City Board of Education, the U.S. Court of Appeals for the Third Circuit held that, under the Snapshot Rule, courts may, and perhaps even must, summarily exclude post-hoc evidence from consideration in cases where a school district’s duty to locate, identify, evaluate, and determine the eligibility of children with disabilities is at issue. This decision extended precedent from the Fifth and Ninth Circuits to effectively require reviewing courts to completely disregard post-hoc evidence offered to prove a school district wrongfully failed to evaluate a student with a disability, performed an inadequate evaluation, or incorrectly found a student ineligible under the IDEA. This Article posits that courts’ application of the Snapshot Rule to the child find and eligibility contexts contravenes the IDEA’s language, intent, and purpose; Supreme Court precedent interpreting the Act; and principles of procedural due process and fundamental fairness. It proposes the adoption of an alternate standard that allows for broad consideration of post-hoc evidence in child find and eligibility matters, subject to limitations set forth in generally applicable rules of evidence, while preventing courts from giving undue weight to hindsight. The Article further urges that, until courts adopt the recommended standard, the IDEA or federal special education regulations should be amended to define the terms “evidence” and “additional evidence” as including post-hoc evidence. These changes are necessary to safeguard the due process rights of, and remedies for, children with disabilities wrongfully denied an appropriate education, and are consistent with, if not compelled by, the IDEA’s core purpose and broad remedial scope. [ABSTRACT FROM AUTHOR]

The rapid growth of special needs vouchers has been accompanied by the loss of historic civil rights and protections under the Individuals with Disabilities in Education Act (IDEA) and the Americans with Disabilities Act (ADA). We examine three of the largest special needs voucher programs in the United States: those in Florida, Georgia and Ohio. We find that these programs and the largest private special education schools within these states are silent on the right to education in the LRE. This study focuses on how silencing the right to be educated in the least restrictive environment (LRE), thus inclusive education, is taking place. Using Huckin's framework of textual silence and critical discourse analysis, we identify this silence as manipulative, drawing connections between historical segregation, neoliberal ideology and the rhetoric of market choice in the United States. We discuss implications regarding segregation, equity, and education policy. [ABSTRACT FROM AUTHOR]

Given the subjective nature of some disability diagnoses, one way to mitigate the disproportionate referral of students of color for Special Education in the United States is by unearthing teachers' deep-seated biases regarding race and ability. Drawing on Freire's (1970) theory of critical consciousness, we unpack the role that teacher dispositions play in upholding racism and ableism, and we offer strategies aimed to address teacher bias and ableist/racist practices. We use the Individuals with Disabilities Education Act as an example of institutional racism and ableism in the United States and consider how teacher dispositions can fuel disproportionality. Because of the importance of teacher training as an entry point into one's career in education, we specifically focus on the teacher preparation period as a time and space where pre-service teachers (PSTs) can engage with their dispositions and offer concrete strategies that teacher educators can employ with PSTs. [ABSTRACT FROM AUTHOR]

The Individual with Disabilities Education Act specifies that families should be include in the special education process and they must provide informed consent. However, families from Spanish-speaking backgrounds, often report barriers to participation. In this study, we provided a forum for Spanish-speaking families to tell their stories using multiple methods to uncover the experiences of 39 Latine caregivers of young children with disabilities. Family experiences reported on a survey and during focus groups are summarized in three areas: evaluation, eligibility determination, and service provision. While most families agreed on surveys that they were satisfied with EI/ECSE practices in their child's case, during focus groups families frequently described reduced access to information about EI/ECSE, lack of support for the home language, feeling excluded from their child's educational planning, and, in some cases, delays in services. Families also shared the importance of self-advocacy in EI/ECSE and the value of support from community advocates, including EI/ECSE professionals. Implications for policy and practice are presented. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to determine the probability that a student with a disability not being served by Individuals with Disabilities Education Act (IDEA) would be expelled. Expulsion data were obtained from the Civil Rights Data Collection produced by the U.S. Office of Civil Rights. The latest data from all 50 states and the District of Columbia for the 2017 to 2018 school year were analyzed. Bayes' Theorem was used to determine this probability based upon existing probabilities and conditional probabilities. Analyses were also conducted by state and ethnicity. Results indicated that 1 in 14 of expelled students is likely to have an unserved disability under IDEA but variability according to race/ethnicity nationwide and by state was observed. Students who were White were the least likely to be an unserved student with a disability under IDEA among those expelled. The findings encourage investigation into the intersection of variables, especially the importance of including disability status and ethnicity when explaining disparate and punitive discipline. Practitioners, especially school psychologists, work at this intersection and can influence both special education identification and discipline practices. [ABSTRACT FROM AUTHOR]

The article discusses the Title IX of the Education Amendments of 1972 and the special education rights of elementary and secondary school students with disabilities. Topics explored include the Title IX protection of these students from sexual harassment, the decisions on the U.S. Supreme Court cases Gebser v. Lago Vista Independent School District and Davis v. Monroe County Board of Education, and the conflicts between Title IX and the U.S. Individuals with Disabilities Education Act (IDEA).

Many physical educators will work with a child with bipolar disorder daily. This manuscript addresses the definition, common characteristics, including distinct periods, prevalence of students with BD, and legal educational implications of the disorder. In addition, the manuscript will include possible characteristics of children with BD in general physical education, a discussion of possible solutions to these challenges, and the use of the Constraint Model in making modifications for the children with BD. [ABSTRACT FROM AUTHOR]

The Individuals with Disabilities Education Act (IDEA) guarantees access to a specialized, appropriate public education for youth with disabilities in the United States. While progress has been made and this right to education extends to incarcerated youth as well as those outside the juvenile justice system, there is nonetheless a fundamental limitation on how this federal requirement is imposed in the carceral context: it is enforced through primarily reactive mechanisms. Lawsuits, state compliance regimes, and consent decrees can hold states and juvenile facilities accountable after systemic failures to comply with the IDEA; however, the inherent inconsistency and slow pace of this system call for a paradigm shift toward a more active federal government role in enforcing the right to special education in juvenile facilities. This paper will first explore the way scientific understandings of disability and the social context of disability inform this need for change, then provide a walkthrough of the current state of how the law has addressed this issue, and lastly identify how a more aggressive monitoring and compliance regime might improve access to education for youth with disabilities who are caught in the juvenile justice system. [ABSTRACT FROM AUTHOR]

The article calls for actions to close the inequity gap in access to early intervention (EI) services for the treatment of sickle cell disease (SCD). It informs about the government funding that support EI programs under the Individuals with Disabilities Education Act . It urges for the expansion of eligibility criteria and increased funding to increase access to EI and for pediatricians to inform patients and families of programs and opportunities that support children development.

Parents of children with disabilities have represented the driving force behind many major legal initiatives and social changes. Further, one key assertion of the IDEA is to encourage families to assume a meaningful role in their children's education. As outcomes for transition-age youth with disabilities remain poor, transition professionals are charged with engaging families; however, professional strategies and practices present challenges to transition professionals. A survey consisting of 22 family engagement items were analyzed to determine participants' perceptions of the most important secondary transition practices as well as which practices they implemented most frequently and those they felt the most prepared in implementing. Findings showed that transition professionals perceived the majority of family engagement practices as highly important; however, they reported lower levels of preparation and frequency of actual implementation of such practices. Implications for practice and future research directions are also presented. [ABSTRACT FROM AUTHOR]

Down syndrome is acknowledged to be the most common neurogenetic cause for intellectual disability. It is a multisystem disorder which results in multiple lifelong health problems. At present, students with Down syndrome can receive education in inclusive mainstream education settings. However, this is not without its accompanying challenges. The present study aimed to investigate the challenges that teachers face in implementing Individualised Education Plans (IEPs) for children with Down syndrome in mainstream schools in Riyadh, Saudi Arabia. A customised questionnaire was utilised to obtain the perceptions of 100 special education teachers from four mainstream schools in Riyadh. The results revealed that the teachers did not have a robust understanding of the different aspects of children with Down syndrome. They also encountered significant challenges in IEP implementation at individual or group level. In addition, the teachers indicated that there were solutions to the challenges they encountered in IEP implementation. Recommendations are discussed in the light of these findings. [ABSTRACT FROM AUTHOR]

The prevalence of students with visual impairments (VI) varies across the United States, yet no analysis exists on how individual state factors may correlate with the number of students receiving services. This study presents the results of an analysis of variations in eligibility criteria for the Individuals with Disabilities Education Improvement Act (IDEA) category "visual impairments including blindness" and a series of statistical models exploring correlations between prevalence rates for students with VI and state-level variables during the 2016–2017 and 2017–2018 school years. Multiple regression analyses indicated that requiring specific assessments as part of the eligibility process may strongly correlate to states' number of students with visual impairments reported in Child Count and explain the degree of difference between Child Count and total population reports. Child Count prevalence rates were higher in states that housed a preparation program for teachers of students with visual impairments. Implications for policy makers, administrators, and practitioners were discussed. [ABSTRACT FROM AUTHOR]

The article focuses on the challenges and shortcomings of legislation aimed at improving the education and employment outcomes for people with disabilities, including the Individuals with Disabilities Education Act and the Rehabilitation Act of 1973, and highlights the importance of coordinated efforts. Topics includes statistics on the educational and employment outcomes for people with disabilities and emphasizes the need for innovation and change to achieve better results.

Introduction: Special education eligibility criteria vary across U.S. states; this study reports a systematic analysis of interstate eligibility criteria in the Individuals with Disabilities Education Act (IDEA) category of visual impairments including blindness. Method: Eligibility criteria for all 56 U.S. states, territories, and Washington, DC, were collected and coded on 20 different variables. Variables included use of federal language, qualifying conditions, assessment components, and eligibility team member requirements. Results: Fourteen of 56 states use similar or identical eligibility criteria written in IDEA. Forty-one states (73%) included language that specified criteria or operationally defined what it meant to be a student with a visual impairment in their state. Although about half of the states included an eye report as part of the eligibility process, few specifically mentioned functional vision, learning media, and orientation and mobility assessments in their criteria. Discussion: Significant interstate variations in the interpretation of who qualifies as a student with a visual impairment exist in the United States. Some eligibility criteria were written in an unclear language, making the criteria hard to interpret. Given that identification and prevalence rates of students with disabilities, including students with visual impairments, correlate to components of eligibility criteria, future work should seek to develop an operationalized universal definition of who qualifies as a student with visual impairment in schools. Implications for Practitioners: Since significant interstate variations exist, students, families, and educators must have easy access to all states' criteria so that families may understand how a student's eligibility for services may change if they move between states. [ABSTRACT FROM AUTHOR]

Implementation of the IDEA law is designed for schools to educate all students in the least restrictive environment. However, without the awareness and understanding of all educators involved, key components of the federal law could be sidestepped. Collaboration between general physical education (GPE) and adapted physical education (APE) teachers is essential in providing quality education in the least restrictive environment for all students. Compliance to the law by teacher education programs to special educators to general educators is needed to ensure successful least restrictive placements. A descriptive case study revealed challenges to creating an inclusive GPE environment as a high school student. Key issues are identified and discussed, as are suggestions for improvement and resources of support. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to analyze the readability of the Individuals with Disabilities Education Act (IDEA) Part B procedural safeguard notices written in Spanish, as distributed by each of the 50 states in the United States and the District of Columbia. Results were compared with the 6th–8th grade document readability guideline recommended by experts in health communication. Method: A commercially available readability software program was used to assess document readability using three readability indices: the Gilliam–Peña– Mountain Graph, SOL, and the Fry Readability Adaptation for Spanish Evaluation. Results: All procedural safeguard notices were written at a reading grade level greater than established guidelines. This finding agrees with research that has examined the readability of English-language versions of IDEA Part B procedural safeguard notices. Conclusions: Literacy-related skills and demands may influence the ability of the parent to advocate on behalf of his or her child with a disability within the school setting. Educators and specialists should be sensitive to parent reading preferences and proficiency when reviewing IDEA procedural safeguards notices. Authors of procedural safeguard notices should account for the native language and culture of the intended reader as revisions to, and translations are made of, IDEA procedural safeguards notices. [ABSTRACT FROM AUTHOR]

As U.S. public schools increasingly incorporate digital learning tools at home, primary and secondary classrooms have come to transcend their traditionally brick-and-mortar walls. While these hybrid learning environments provide powerful spaces to build digital literacy skills, low-income children with disabilities--among the most vulnerable students in the U.S. education system--are increasingly left behind. Recent data suggest that children with disabilities, particularly low-income children with disabilities, are less likely than their peers to have the fundamental technology necessary to access classrooms' increasingly digital spaces. This discrepancy exacerbates disparate outcomes between children with and without disabilities, as those with disabilities receive lower test scores, experience less academic progress, and develop fewer digital literacy skills necessary for future education, employment, and long-term independence. The Individuals with Disabilities Education Act (IDEA) provides powerful safeguards to ensure that children with disabilities have access to the traditional physical classroom. But by failing to ensure that low-income children with disabilities have access to reliable broadband internet and personal computers--functionally the doors to the digital classroom--the IDEA fails to guarantee that all children with disabilities have access to the rapidly changing classrooms from which they were historically excluded. This Article examines the disconnect between the IDEA's assistive technology amendments and the role of digital learning in U.S. public schools. In examining this disconnect, this Article explores the Act's existing assistive technology provisions and recommends clarifying language and additional guidance to provide parents, local educational agencies, and courts with a much-needed framework to efficiently implement fundamental supports. This framework is critical to identifying and providing the digital tools necessary, both to ensure that low-income children with disabilities have access to today's increasingly online learning environments and, ultimately, to fulfill the purpose of the IDEA in the digital age. [ABSTRACT FROM AUTHOR]

Introduction and Methods: We do not have an accurate count of the number of teachers of students with visual impairments working in the field, and it is a difficult number to estimate. As part of a national survey, states were contacted to estimate how many teachers of students with visual impairments are working in the United States and compared to the estimate developed by the National Plan for Training Personnel to Serve Children with Blindness and Low Vision (NPTP) in 2000. Results and Discussion: The estimate calculated from this process is very similar to the estimate from NPTP (2000), indicating that there are roughly the same number of teachers of students with visual impairments in the field now as there were 20 years ago. [ABSTRACT FROM AUTHOR]

There is a growing body of research that indicates special education professionals have a role in the pursuit of undue and overbroad guardianship for young adults with disabilities. This role may involve explicit recommendations or utilizing school district resources to support parental petitions for guardianship. Far more often, their role may simply be complying with federal, state, and local policy that does not provide clear guidance on mechanisms or processes for purposefully and constructively addressing supports students may need as they approach legal adulthood. In this article, the authors detail a multistate, survey-based study that explored primary and secondary special education teacher perceptions of issues related to age of majority, guardianship, and less restrictive alternatives for adult decision-making support for students with Individualized Education Programs (IEPs). A significant finding of the study indicates a gap between what special education teachers think should happen in this domain of practice and that which actually happens in reality. Findings of the study are provided and discussed alongside limitations and implications for future research. [ABSTRACT FROM AUTHOR]

The article describes a caregiver coaching process for early childhood intervention that uses an expert-based approach. It explores the rationale for caregiver coaching which are goal-oriented, contextual and consistent with adult learning principles. It discusses the practice characteristics of caregiver coaching which are joint planning, observation, action/practice, reflection and feedback.

In the United States, children with disabilities are afforded protections in three federal statutes: the Individuals with Disabilities Education Act; Section 504 of the Rehabilitation Act of 1973; and the Americans with Disabilities Act of 1990. However, these laws fail to provide for educational support dogs in public schools, despite the common and successful use of educational support dogs in other countries. The success of educational support dogs abroad is not suprising, as recent waves of social science research make clear the benefits of dogs in schools, from increased productivity within the classroom to improved morale within the school community at large. Additionally, this research suggests that dogs in educational settings can have the biggest impact on children with disabilities. Still, these U.S. laws generally bar children with disabilities from accessing educational support dogs in public schools. To address this problem, this Note focuses on attention deficit hyperactivity disorder, as it is one of the most common neurodevelopmental disorders in children, as well as the Individuals with Disabilities Education Act, as it allows for the most flexibility and opportunity for collaboration, compared to the other two laws affording protections to children with disabilities. Specifically, this Note urges Congress to consider recent social science understandings and amend the Individuals with Disabilities Education Act to add a provision mirroring the Companion Animals Act 1998 of New South Wales, Australia, which allows for educational support dogs in classrooms when and where school officials see fit. This provision would provide children, particularly those with ADHD and other disabilities, better opportunity to access educational support dogs in U.S. public schools and, thus, experience the multitude of benefits identified by the studies highlighted in this Note. [ABSTRACT FROM AUTHOR]

The Individuals with Disabilities Education Act (IDEA) provides a substantive guarantee to a “free appropriate public education” (FAPE) to students with disabilities. The education is to be provided “in conformity with” an “individualized education program” (IEP): an educational plan for the student that is created through a statutorily defined process. Scholars and courts have focused tremendous attention on the level of educational quality that an IEP must offer to meet the IDEA’s requirements. But the creation of an adequate plan is, of course, not the end of the story; the school district then has to implement the plan. This leaves an important question: How far may a school district deviate from the services specified in an IEP and remain in compliance with the IDEA? In other words, how much of the adequate written plan is the student in fact entitled to receive? There are two existing approaches to failure-to-implement cases: the materiality approach and the per se test. This Comment argues that both approaches are flawed. The materiality standard circumvents the procedural protections of the IDEA, provides little predictability to parents and schools, offers little guidance to courts, forces judges away from areas of institutional competence, and incentivizes school districts to overpromise and underdeliver. The per se rule, on the other hand, is insufficiently flexible given its practical and statutory constraints, would disincentivize ambition and innovation in IEPs, and is unlikely to be adopted by courts. This Comment proposes a new approach—a burden-shifting test that accounts for both (1) unforeseen or unavoidable circumstances and (2) the proportionality of the school’s response to those circumstances. This approach integrates the benefits of both the materiality inquiry and the per se rule. It better honors several important aspects of the statutory scheme, better aligns with the statutory text, and accords with Supreme Court precedent. It also encourages IEP drafters to craft realistic plans that nonetheless aspire to deliver the best results for students. [ABSTRACT FROM AUTHOR]

In the article, the author discusses the role of structural inequalities in the Individuals with Disabilities Education Act (IDEA) of 1975 in the intersection of race, wealth and special education in the U.S. Also cited are the 1954 Supreme Court ruling in Brown v. Board of Education that prohibited race-based school segregation, and the process of developing special education programs that could mask the educators' discriminatory intent or unconscious bias.

The purpose of this tutorial is to guide speech–language pathologists in conducting speech and language evaluations remotely. Practical considerations, such as setting up the testing environment and the importance of conducting a pre-evaluation check, are discussed. Different item types and assessments are discussed with consideration of the technology requirements for different tools. Issues such as testing fidelity when remotely administering assessments that were normed with in-person testing and ways to use standardized tools in nonstandardized ways are addressed. The benefits of remote testing are discussed. [ABSTRACT FROM AUTHOR]

The article discusses the plight and challenges faced by unaccompanied immigrant children with disabilities in the U.S., particularly the alleged failure by the government to provide appropriate special education services while in the Office of Refugee Resettlement-funded (ORR) shelters. Said services are mandated by the Individuals with Disabilities Education Act (IDEA). Also cited is the issue of whether said children are qualified to IDEA's substantive and procedural rights while in custody.

The Individuals with Disabilities Education Act (IDEA) requires Individualized Education Programs (IEPs) be developed utilizing a team-based model. This study examined how speech-language pathologists (SLPs) make service delivery decisions for students with language disorders. Four hundred thirty-nine SLPs participated in a national online survey regarding how they determined the place and intensity of services for students with language disorders. SLPs most often made service delivery decisions after receiving input from the team, but slightly more than one third made decisions independently. The school teaming model and SLP experiences during graduate school affected how SLPs made service delivery decisions. The results indicate that service delivery decisions in the schools are made primarily by the SLP with varying levels of input from others on the student's IEP team. The need for changes in practice as well as preprofessional training and professional development to prepare practitioners for interprofessional practice is discussed. [ABSTRACT FROM AUTHOR]

Exclusionary discipline practices in the United States are used disproportionately in the punishment of Black students with a disability compared to White and Black students with or without a disability. One potential mechanism leading to the disproportionate use of exclusionary discipline is a process called 'manifestation determination reviews' (MDR), a process mandated under the U.S. federal Individuals with Disabilities Act that is tasked with determining whether students' offending behaviours were related to their disability. Using a disability studies/critical race theory (DisCrit) lens, the MDR process can be understood as a mechanism that serves to sustain these inequities through vague guidance in critical elements of the MDR process, lack of clarity about the composition of the MDR team, and perpetuation of a race-neutral framework. Implications for policy, educators, and school psychologists within the United States are discussed. [ABSTRACT FROM AUTHOR]

Children with disabilities are among the most vulnerable students in public schools. They are the most likely to be bullied, harassed, restrained, or segregated. For these and other reasons, they also have the poorest academic outcomes. Overcoming these challenges requires full use of the laws enacted to protect these students’ affirmative right to equal access and an environment free from discrimination. Yet, courts routinely deny their access to two such laws—the Americans with Disabilities Act (ADA) and section 504 of the Rehabilitation Act of 1973 (section 504). Courts too often overlook the affirmative obligations contained in these two disability rights laws and instead assume that students with disabilities’ only legal recourse is the Individuals with Disabilities Education Act (IDEA). Regrettably the IDEA is not capable of remedying all the harms students endure. In fact, the IDEA, by its terms, extends to only a subset of students with disabilities. Even so, courts force all students to exhaust the IDEA’s administrative procedures before invoking remedies under the other two disability rights laws. By narrowly construing antidiscrimination principles and ignoring the affirmative obligations contained in disability rights laws, courts unduly restrict students’ protections under these laws. This Article solves that problem by explaining and clarifying the nuance that drives confusion in this area: the difference between the IDEA’s guarantee of a free appropriate public education and the ADA and section 504’s guarantee of equal access to public education. With that distinction clear, this Article disaggregates the types of claims that are most often erroneously obstructed by the IDEA’s exhaustion clause and then creates a framework that would allow courts to analyze and correctly apply the exhaustion clause. In doing so, it hopes to remove these laws from the IDEA’s shadow and renew their promise of equal access to educational opportunity. [ABSTRACT FROM AUTHOR]

The article explores restrictive language policies contribute to the overrepresentation of emergent bilingual students in special education in New York and Arizona. It mentions the U.S. Individuals with Disabilities Education Act (IDEA) and state laws regarding English Language Learners (ELLs). It also mentions variation across school districts on overrepresentation of emergent bilingual students and Latinx students in special education.

Federal regulations for special education services have focused primarily on procedural issues since the Rowley decision, which held that Individualized Education Programs (IEPs) need only be reasonably calculated to yield educational benefit. However, the minimum threshold for benefit has changed with the recent Endrew F. decision as IEPs must yield more than de minimis progress. To ensure sufficient progress toward the achievement of ambitious goals, schools must develop IEPs that meet procedural and substantive requirements, employ interventions with clear evidence of effectiveness, effectively measure student response to services, and to communicate this information with parents/guardians so that they can actively participate in this process. Manuscripts invited for this special issue include investigations of IEP quality; co-teaching; intervention studies in reading, writing, and mathematics; meta-analytic findings regarding social studies education; and a discussion of the implications of Endrew F. for different student disability populations. These papers discuss challenges faced by stakeholders with vested interests in students with disabilities as well as areas of continued development and refinement in evidence-based practice. [ABSTRACT FROM AUTHOR]

Students who are eligible to receive special education and related services are entitled to a free and appropriate public education (FAPE) including the necessary emotional, behavioral, and social supports to access the general curriculum. This study explores Individualized Education Program (IEP) plans of students with disabilities who have social, emotional, or behavioral needs served in five rural independent school districts. Specifically, the study sought to investigate (a) whether the present level of academic and functional performance (PLAAFP) and annual goals demonstrated congruence and (b) whether the degree to which the IEP documents conform to both procedural and substantive requirements for development. A review of 126 IEPs suggests that although IEPs are somewhat compliant, they fail to comprehensively address student needs or align across areas, violating the spirit of Individuals with Disabilities Education Improvement Act. Recommendations and future areas of inquiry are provided. [ABSTRACT FROM AUTHOR]