"Individuals with Disabilities Education Act" Knowledge Base
Entry Points to the Knowledge Base:
Articles Knowledge-Mined:
Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary
Vesel, Judy; Robillard, Tara – Journal of Research on Technology in Education,
2013
State frameworks and national standards are explicit about the mathematics
content that students must master at each grade level. Although the
Individuals with Disabilities Education Act and the No Child Left Behind Act
mandate that students who are deaf or hard of hearing and communicate in sign
language have access to this content, evidence…
Descriptors: Deafness, Hearing Impairments, Dictionaries, Mathematics
Instruction
The Inclusion of Students with Disabilities in School Accountability Systems:
An Update. NCEE 2013-4017
Harr-Robins, Jenifer; Song, Mengli; Hurlburt, Steven; Pruce, Cheryl;
Danielson, Louis; Garet, Michael – National Center for Education Evaluation
and Regional Assistance, 2013
Formerly excluded from measures of educational performance, students with
disabilities (SWDs) are now explicitly recognized in federal and state
accountability systems. At the national level, the 1997 amendments to the
Individuals with Disabilities Education Act (IDEA) laid the foundation for
accountability for SWDs by requiring states to include…
Descriptors: Disabilities, Accountability, Federal Legislation, Educational
Legislation
Improving Post-High School Outcomes for Transition-Age Students with
Disabilities: An Evidence Review. NCEE 2013-4011
Cobb, R. Brian; Lipscomb, Stephen; Wolgemuth, Jennifer; Schulte, Theresa –
National Center
for Education Evaluation and Regional Assistance, 2013
Nearly four decades have passed since the Individuals with Disabilities
Education Act (IDEA) ensured access to public education for students with
disabilities in the United States.
During the years following its introduction, there was a growing recognition
that helping students, especially students with disabilities, in their
transitions from…
Descriptors: Disabilities, Transitional Programs, Postsecondary Education,
Access to Education
Louisiana Annual Performance Report--Part B. July 1, 2011-June 30, 2012. Under
the Individuals with Disabilities Educational Improvement Act of 2004
White, John – Louisiana Department of Education, 2013
The reauthorized Individuals with Disabilities Education Act (IDEA), signed on
December 3, 2004, required that, not later than one year after the date of
enactment of the reauthorized IDEA, each state is required to have in place a
performance plan evaluating the state's implementation of Part B and
describing how the state will improve such…
Descriptors: Disabilities, Graduation Rate, Dropout Rate, Suspension
National Evaluation of the IDEA Technical Assistance & Dissemination Program.
NCEE 2014-4000
Daley,Tamara C.; Fiore, Thomas A.; Bollmer, Julie; Nimkoff, Tamara; Lysy,
Chris – National Center for Education Evaluation and Regional Assistance, 2013
Under the Individuals with Disabilities Education Act (IDEA), the Technical
Assistance and Dissemination (TA&D) Program is the U.S. Department of
Education's (ED) primary vehicle for providing technical assistance (TA) to
individuals and organizations responsible for serving children with
disabilities and their families. The evaluation is part of…
Descriptors: National Programs, National Surveys, Technical Assistance,
Program Implementation
The Individuals with Disabilities Education Act: State Achievements,
Challenges, and Implications. FPG Snapshot #65
FPG Child Development Institute, 2012
The goal of Individuals with Disabilities Education Act (IDEA) is no longer
simply to make services available to young children with disabilities and
their families, but also to ensure that those services lead to enhanced
outcomes for participating children and families. To that end, IDEA 2004
requires states to submit State Performance Plans…
Descriptors: Disabilities, State Policy, Educational Policy, Accountability
A Parallel Mixed-Methods Exploration of Inclusion Strategies Being Used by
Middle School Math and Science Teachers for Included Students with Autism
Moores-Abdool, Whitney – Online Submission, 2012
General education teachers are seeing an increase of students with
disabilities being included. A major contributing factor to this is that
students with disabilities are required to be in least restrictive
environments and given access to the general curriculum in the major subjects
like math and science as mandated by federal legislation…
Descriptors: Inclusion, Academic Accommodations (Disabilities), Middle School
Teachers, Mathematics Teachers
Building Parent Trust in the Special Education Setting
Wellner, Laurie – Leadership, 2012
If trust is born in strong relationships, then first encounters are critical.
Parents of students with disabilities undergo a great deal of stress and come
to educational professionals for help with vital specialized tasks, including
assessment, placement, progress monitoring, and maintenance of their child's
ongoing needs. Special education is a…
Descriptors: Educational Planning, Trust (Psychology), Parent Participation,
Disabilities
Medication Administration in the School Setting. Position Statement. Amended
Zacharski, Susan; Kain, Carole A.; Fleming, Robin; Pontius, Deborah – National
Association of School Nurses (NJ1), 2012
It is the position of the National Association of School Nurses (NASN) that
school districts develop written medication administration policies and
procedures that focus on safe and efficient medication administration at
school by a registered professional school nurse (hereinafter referred to as
school nurse). Policies should include prescription…
Descriptors: School Nurses, School Health Services, Drug Therapy, Guidelines
Procedural Safeguards. Louisiana's Educational Rights of Children with
Disabilities
Louisiana Department of Education, 2012
This handbook was developed to support parents of children with disabilities
in understanding the Federal and State requirements under the Individuals with
Disabilities Education Act (IDEA). It provides information that promotes
working with the school district to help provide appropriate services to
children, while informing parents of their…
Descriptors: Disabilities, Disability Identification, Federal Legislation,
Educational Legislation
Missouri State Plan for Special Education: Regulations Implementing Part C of
the Individuals with Disabilities Education Act First Steps Program. Revised
Nicastro, Chris L. – Missouri Department of Elementary and Secondary
Education, 2012
The State of Missouri has adopted the definitions in 34 Code of Federal
Regulations (CFR) 303.5-303.24 of the Part C regulations and selected terms as
defined in 34 CFR 77.1 and 74.3 for use in implementing the State's early
intervention program. The Department of Elementary and Secondary Education (DESE)
is the lead agency responsible for…
Descriptors: Disabilities, Special Education, Early Intervention, Infants
Teacher Preparation and Confidence Regarding Post-Secondary Transition Plans
Heffernan, Dale – Online Submission, 2012
Post-secondary transition plans are a mandatory component of the individual
education program (IEP) for all students aged 16 and over, that are eligible
for special education services. This regulation has been in effect since the
passage of the Individuals with Disabilities Education Act (IDEA) in 1990.
IDEA has been reauthorized twice in the…
Descriptors: Disabilities, Special Education, Speech Impairments, Learning
Disabilities
Part B Maintenance of Effort (MOE) Quick Reference Document
Ball, Wayne; Beridon, Virginia; Hamre, Kent; Morse, Amanda – Regional Resource
Center Program, 2012
This Quick Reference Document has been prepared by the Regional Resource
Center Program Fiscal Priority Team to aid RRCP State liaisons and other
Technical Assistance (TA) providers in understanding the general context of
State questions surrounding Maintenance of State Financial Support (MFS) and
Local Educational Agency (LEA) Maintenance of…
Descriptors: Financial Support, State Aid, Disabilities, Related Services
(Special Education)
School Librarians and Response to Intervention
Robins, Jennifer; Antrim, Patricia – School Library Research, 2012
Response to Intervention (RtI) is a three-tiered model of instruction that
increases learning for all students. RtI meets the requirements of the No
Child Left Behind Act to provide research-based instruction and interventions
for students as needed. RtI is supported with federal funds from the
Individuals with Disabilities Education Act and…
Descriptors: Librarians, School Libraries, Response to Intervention, Federal
Legislation
Life Journey through Autism: Navigating the Special Education System
Organization for Autism Research (NJ1), 2012
As any parent of a child with autism knows, your life changes and you take on
new roles after your child receives a diagnosis of autism. Ready or not, you
are now expected to be an expert on interventions, support professionals, and
special education. Suddenly, your concerns and worries are different from the
parents around you. While they may be…
Descriptors: Disabilities, Special Education, Related Services (Special
Education), Autism
Boosting the Quality and Efficiency of Special Education
Levenson, Nathan – Thomas B. Fordham Institute, 2012
It's a woeful fact: Few students with special needs achieve a high (or even
modest) level of academic proficiency. The latest (2011) National Assessment
of Educational Progress (NAEP) results show, for example, that 62 percent of
eighth graders with disabilities fell below the "basic" level in reading, as
did 64 percent in math. This study is…
Descriptors: Elementary Secondary Education, Special Education, Special Needs
Students, School Districts
Voices from the Field: Skill Sets Needed for Effective Collaboration and
Co-Teaching
Brinkmann, Jodie; Twiford, Travis – International Journal of Educational
Leadership Preparation, 2012
The need for more collaboration and co-teaching emerged from the
standards-based and accountability movement as a result of legislation such as
the No Child Left Behind (NCLB) and Individuals with Disabilities Education
Improvement Act (IDEIA). This study sought to identify the skill sets
perceived as necessary by elementary general and…
Descriptors: Teaching Skills, Teacher Competencies, Teacher Collaboration,
Team Teaching
What Impact Did Education Stimulus Funds Have on States and School Districts?
Rentner, Diane Stark; Usher, Alexandra – Center on Education Policy, 2012
To blunt the effects of the economic downturn that began in 2008, President
Obama called for, and on February 13, 2009 the Congress passed, the American
Recovery and Reinvestment Act (ARRA). This federal economic stimulus package
had three primary goals: to save and create jobs, to cultivate economic
activity and long-term growth, and to increase…
Descriptors: Elementary Secondary Education, Educational Finance,
Disadvantaged Youth, Disabilities
Annual Report: Discipline, Crime, and Violence, School Year 2010-2011
Virginia Department of Education, 2012
The "Code of Virginia" (Section 22.1-279.3:1) requires school divisions
statewide to submit data to the Virginia Department of Education (VDOE) on
incidents of discipline, crime, and violence (DCV). School divisions began
reporting such data in 1991. This annual report focuses primarily on DCV data
submitted for school year 2010-2011, with…
Descriptors: Disabilities, Crime, Career
Centers,
Violence
General Education and Special Education Teachers Collaborate to Support
English Language Learners with Learning Disabilities
Nguyen, Huong Tran – Issues in Teacher Education, 2012
The Census 2000 Brief (U.S. Department of Commerce, 2004b) indicates that
English is not the heritage language of approximately one in five Americans,
and the number of limited English proficient (LEP) students, also known as
English language learners (ELLs), grew about 50 percent in the last decade. It
is estimated that nearly 400,000 ELL…
Descriptors: General Education, Learning Disabilities, Special Education,
Student Placement
Position Statements, Issue Briefs, Resolutions and Consensus Statements.
Revised
National Association of School Nurses (NJ1), 2012
This article presents position statements, issue briefs, and resolutions and
consensus statements of the National Association of School Nurses (NASN). The
Position Statements include: (1) Allergy/Anaphylaxis Management in the School
Setting; (2) Caseload Assignments; (3) Child Mortality in the School Setting;
(4) Chronic Health Conditions, Managed…
Descriptors: Sexuality, Child Abuse, Violence, Health Programs
An Evaluation of "Number Rockets": A Tier-2 Intervention for Grade 1 Students
at Risk for Difficulties in Mathematics. Final Report. NCEE 2012-4007
Rolfhus, Eric; Gersten, Russell; Clarke, Ben; Decker, Lauren E.; Wilkins,
Chuck; Dimino, Joseph – National Center for Education Evaluation and Regional
Assistance, 2012
The 2004 reauthorization of the Individuals with Disabilities Education Act
(IDEA) approved schools' use of alternative methods for determining student
eligibility for special education services. IDEA encourages schools to
intervene as soon as there is a valid indication that a student might
experience academic difficulties, rather than after…
Descriptors: Control Groups, Intervention, Eligibility, Tutor Training
The Inclusion of Students with Disabilities in School Accountability Systems.
Interim Report. NCEE 2012-4056
Harr-Robins, Jenifer; Song, Mengli; Hurlburt, Steven; Pruce, Cheryl;
Danielson, Louis; Garet, Michael; Taylor, James – National Center for
Education Evaluation and Regional Assistance, 2012
Formerly excluded from measures of educational performance, students with
disabilities (SWDs) are now explicitly recognized in federal and state
accountability systems. At the national level, the 1997 amendments to the
Individuals with Disabilities Education Act (IDEA) laid the foundation for
accountability of SWDs by requiring states to include…
Descriptors: High Schools, Rural Schools, Public Schools, Middle Schools
The knowledge base technology used by this resource is being funded by The App Factory, a project hosted by The Rehabilitation Engineering Research Center (RERC) for Wireless Technologies. The RERC for Wireless Technologies is sponsored by the National Institute on Disability and Rehabilitation Research (NIDRR) of The U.S. Department of Education under grant number H133E110002. Any opinions expressed in this website are those of IDEAL Group, Inc., Context Discovery Inc., and the source organizations of the information presented, and do not necessarily reflect those of the U.S. Department of Education or NIDRR.
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