Download or read book 37th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act 2015 written by Office of Special Education and Rehabilitative Services (ED) and published by . This book was released on 2015 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its enactment, the "Education for All Handicapped Children Act of 1975," Public Law (P.L.) 94-142, requires the secretary of the U.S. Department of Education (secretary) [and predecessor, the commissioner of education at the U.S. Department of Health, Education, and Welfare] to transmit to Congress an annual report to inform Congress and the public of the progress being made in implementing the act. The annual reports to Congress reflect a history of persistent commitment and effort to expand educational opportunities for children with disabilities. In December 2004, Congress reauthorized the "Individuals with Disabilities Education Act" ("IDEA") (P.L. 108-446), which was signed into law in the same month. The provisions of "IDEA" became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a "highly qualified teacher" that took effect upon the signing of the act. With reauthorization of "IDEA," the nation reaffirmed its commitment to improving the early intervention and educational results and functional outcomes for infants, toddlers, children, and youths with disabilities (collectively this group may be referred to in this report as children with disabilities). The "37th Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act,' 2015" describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities and early intervention services to infants and toddlers with disabilities and their families; (2) ensuring that the rights of these children with disabilities and their parents are protected, (3) assisting states and localities in providing for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under "IDEA," Part C or B, nationally and at the state level. In particular, Part C of "IDEA" provides funds to states to assist them in developing and implementing statewide, comprehensive, coordinated, multidisciplinary interagency systems to make early intervention services available to all children from birth through age 2 with disabilities and their families, whereas Part B of "IDEA" provides funds to states to assist them in providing FAPE to children ages 3 through 21 with disabilities who are in need of special education and related services. Throughout this report, infants and toddlers served under "IDEA," Part C, children served under "IDEA," Part B, and students served under "IDEA," Part B, refer to individuals with disabilities who receive services under "IDEA," Part C or Part B. "Special education services," which is referenced throughout this report, is a term that is synonymous with services provided under "IDEA," Part B. Similarly, "early intervention services" is a term used synonymously with services provided under "IDEA," Part C. This "37th Annual Report to Congress, 2015" follows the "36th Annual Report to Congress, 2014" in sequence and format, and it continues to focus on "IDEA" results and accountability. Similar to the "36th Annual Report to Congress, 2014", the "37th Annual Report to Congress, 2015" contains six major sections that address the five annual report requirements contained in section 664(d) of "IDEA." The sections are: (1) a summary and analysis of "IDEA" section 618 data at the national level; (2) a summary and analysis of "IDEA" section 618 data at the state level; (3) a summary and analysis of the U.S. Department of Education's (Department's) findings and determinations regarding the extent to which states are meeting the requirements of "IDEA," Parts B and C; (4) a summary of special education research conducted under Part E of the Education Sciences Reform Act of 2002; (5) a summary of national special education studies and evaluations conducted under sections 664(a) and (c) of "IDEA"; and (6) a summary of the extent and progress of the assessment of national activities, which focus on determining the effectiveness of "IDEA" and improving its implementation. The content of this report differs from that of the "36th Annual Report to Congress, 2014" in the following ways: (1) the most recent data presented in this report represent the reporting periods associated with fall 2013 or school year 2012-13; (2) where data are presented for a 10-year period, the oldest data are associated with fall 2004; (3) this report directs the reader to http://www2.ed.gov/about/reports/annual/osep/index.html for a more complete and detailed description of the manner in which states differed in the reporting of data; and (4) this report includes an exhibit that presents the risk ratios for students ages 6 through 21 served under "IDEA," Part B, within racial/ethnic groups by disability category. Unlike the "36th Annual Report to Congress, 2014," this report does not include an appendix that identifies the states that reported children and students ages 3 through 21 with multiple disabilities in different disability categories in the most recent data collections regarding child count and educational environments, exiting, and discipline. The following are appended: (1) Infants, Toddlers, Children, and Students Served Under "IDEA," by Age Group and State; (2) "Developmental Delay" Data for Children Ages 3 Through 5 and Students Ages 6 Through 9 Served Under "IDEA," Part B; and (3) "IDEA," Part B Maintenance of Effort Reduction and Coordinated Early Intervening Services. [For the "36th Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act,' 2014," see ED557419.].

Download or read book 38th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act 2016 written by Office of Special Education and Rehabilitative Services (ED) and published by . This book was released on 2016 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its enactment, the "Education for All Handicapped Children Act of 1975," Public Law (P.L.) 94-142, requires the secretary of the U.S. Department of Education (secretary) [and predecessor, the commissioner of education at the U.S. Department of Health, Education, and Welfare] to transmit to Congress an annual report to inform Congress and the public of the progress being made in implementing the act. The annual reports to Congress reflect a history of persistent commitment and effort to expand educational opportunities for children with disabilities. In December 2004, Congress reauthorized the "Individuals with Disabilities Education Act" ("IDEA") (P.L. 108-446), which was signed into law in the same month. The provisions of "IDEA" became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a "highly qualified teacher" that took effect upon the signing of the act. With reauthorization of "IDEA," the nation reaffirmed its commitment to improving the early intervention and educational results and functional outcomes for infants, toddlers, children, and youths with disabilities (collectively this group may be referred to in this report as children with disabilities). The "38th Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act,' 2016" describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities and early intervention services to infants and toddlers with disabilities and their families; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting states and localities in providing for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under "IDEA," Part C or B, nationally and at the state level. In particular, Part C of "IDEA" provides funds to states to assist them in developing and implementing statewide, comprehensive, coordinated, multidisciplinary interagency systems to make early intervention services available to all children from birth through age 2 with disabilities and their families, whereas Part B of "IDEA" provides funds to states to assist them in providing FAPE to children ages 3 through 21 with disabilities who are in need of special education and related services. Throughout this report, infants and toddlers served under "IDEA," Part C, children served under "IDEA," Part B, and students served under "IDEA", Part B, refer to individuals with disabilities who receive services under "IDEA," Part C or Part B. "Special education services," which is referenced throughout this report, is a term that is synonymous with services provided under "IDEA," Part B. Similarly, "early intervention services" is a term used synonymously with services provided under "IDEA," Part C. This "38th Annual Report to Congress, 2016" follows the "37th Annual Report to Congress, 2015" in sequence and format, and it continues to focus on "IDEA" results and accountability. Similar to the "37th Annual Report to Congress, 2015", the "38th Annual Report to Congress, 2016" contains six major sections that address the five annual report requirements contained in section 664(d) of "IDEA". The sections are: (1) a summary and analysis of "IDEA" section 618 data at the national level; (2) a summary and analysis of "IDEA" section 618 data at the state level; (3) a summary and analysis of the U.S. Department of Education's (Department's) findings and determinations regarding the extent to which states are meeting the requirements of "IDEA," Parts B and C; (4) a summary of special education research conducted under Part E of the Education Sciences Reform Act of 2002; (5) a summary of national special education studies and evaluations conducted under sections 664(a) and (c) of "IDEA"; and (6) a summary of the extent and progress of the assessment of national activities, which focus on determining the effectiveness of "IDEA" and improving its implementation. The content of this report differs from that of the "37th Annual Report to Congress, 2015" in the following ways: (1) the most recent data presented in this report represent the reporting periods associated with fall 2014 or school year 2013-14, and (2) where data are presented for a 10-year period, the oldest data are associated with fall 2005. Appended to this report are: (1) Infants, Toddlers, Children, and Students Served Under "IDEA," by Age Group and State; (2) "Developmental Delay" Data for Children Ages 3 Through 5 and Students Ages 6 Through 9 Served Under "IDEA," Part B; and (3) "IDEA," Part B Maintenance of Effort Reduction and Coordinated Early Intervening Services. [For the "37th Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act', 2015," see ED572022.].

Download or read book To Assure the Free Appropriate Public Education of All Children with Disabilities written by and published by . This book was released on 1993 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Special Education written by James M. Kauffman and published by Taylor & Francis. This book was released on 2017-05-25 with total page 942 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.

Download or read book General and Special Education Inclusion in an Age of Change written by Jeffrey P. Bakken and published by Emerald Group Publishing. This book was released on 2016-10-31 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume will address the most current perspectives and issues related to general and special education inclusion and will be written by leaders in the field with particular expertise in this area. This volume will be an excellent resource for special educators, administrators, mental health clinicians, school counsellors, and psychologists.

Download or read book Education and Society written by Dr. Thurston Domina and published by Univ of California Press. This book was released on 2019-08-20 with total page 325 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on current scholarship, Education and Society takes students on a journey through the many roles that education plays in contemporary societies. Addressing students’ own experience of education before expanding to larger sociological conversations, Education and Society helps readers understand and engage with such topics as peer groups, gender and identity, social class, the racialization of achievement, the treatment of immigrant children, special education, school choice, accountability, discipline, global perspectives, and schooling as a social institution. The book prompts students to evaluate how schools organize our society and how society organizes our schools. Moving from students to schooling to social forces, Education and Society provides a lively and engaging introduction to theory and research and will serve as a cornerstone for courses such as sociology of education, foundations of education, critical issues in education, and school and society.

Download or read book Case Studies in Special Education written by Tera Torres and published by Charles C Thomas Publisher. This book was released on 2017-06-12 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education law and practice have undergone profound transformation over the past 50 years. Students with disabilities are now more likely to receive a free and appropriate education in the least restrictive environment possible; however, the ideals of the law have not always been manifested in effective practice. Although special education services are vastly better today than they were in the early years of public education, current policies and practices continue to result in the under-education of many children with disabilities. This book illustrates key failures of the system within the context of real children’s experiences. The case study approach gives voice to the students, families, and educators who have been let down by the special education process. The goal is to shed light on the flaws and injustices of the status quo. After identifying these problems, the authors offer sound solutions. Section 1 is devoted to issues surrounding identification of students with learning disabilities. These topics include occurrence of inconsistencies in assessment and diagnoses, understanding the struggles of the “slow learner,” and the interference of behavioral challenges with students’ educational performance. Section 2 addresses problems within the evaluation process that negatively influence diagnoses. Discussions include disproportionate representation of students from low socioeconomic backgrounds as well as students of color and bilingual students. Section 3 highlights significant concerns with service provision within the special education realm. The narratives throughout the book present stories of children on the receiving end of a severely fractured special education system. Recommendations focus on solving specific problems, such as inconsistent identification processes and categories, disproportionate representation, ill-conceived IEPs, ineffective specially designed instruction, and poorly implemented RTI programs. The book’s methodological approach affirms that there is much room for reform within both the special education system and the public education system as a whole. This book will be an excellent resource for graduate-level students, practitioners, and teachers in the fields of special education, disability studies, early intervention, school psychology, and child and family services. Additionally, it will be of interest to social workers, counselors, and researchers.

Download or read book Transitioning Children with Disabilities written by Antonio L. Ellis and published by Springer. This book was released on 2017-09-13 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an authoritative volume of scholarship through qualitative and quantitative methodologies on postsecondary transition services for a diverse readership. The editor’s intended audience is composed of students with disabilities, school administrators, special education coordinators, colleges and university faculty, staff, and administrators, among other scholars, practitioners, and advocates. Readers of this volume will be educated on the postsecondary transition process, and the lifelong commitment of educators who guides students with disabilities through their rigorous, yet rewarding journey. This book also can be used by student personnel administrators, employers, student retention coordinators, and workforce development professionals to improve the implementation of postsecondary transition services. The importance of comprehensive transition planning for students with disabilities is the impetus for bringing this collaborative effort to print. Topics in this volume highlight areas that have critical implications for children and adolescents’ preparation for adulthood. Contributors’ presents potent research regarding various topics addressing P-16 students’ needs, and have been active practitioners in both areas – transition services and disabilities as defined under the Individuals with Disabilities Education Act (IDEA) of 2004. Ultimately, this book is a collection of interrelated chapters that offer rich content and insights into current trends for individuals with disabilities who are moving through various stages of their lives.

Download or read book 28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act 2006 written by Office of Special Education and Rehabilitative Services (ED) and published by . This book was released on 2009 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 2006 or "28th Annual Report to Congress" follows the 2005 or "27th Annual Report to Congress" in sequence. Volume 1 focuses on the children and students being served under "IDEA" and provides profiles of individual states' special education environments. Volume 2 of the "2006 Annual Report to Congress" contains the state-reported data tables developed from the Office of Special Education Programs' (OSEP's) Data Analysis System (DANS). This volume, the first one, contains three sections. Section I contains the child-and student-focused material, presented in a question-and-answer format. Section II of the report contains state-level performance data for the 50 states and the District of Columbia. Section III presents tables of states rank-ordered by their reported data for exiting, dropout, educational environments, early intervention services and early intervention settings. Appendices include: (1) Data Notes for "IDEA", Part C; and (2) Data Notes for "IDEA", Part B. (Contains 37 tables, 40 figures and 16 footnotes.) [For the related reports, see "28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006. Volume 2" (ED516267); and "2006 Annual Report to Congress on the Individuals with Disabilities Education Act, Part D" (ED516251).].

Download or read book Culturally Proficient Inclusive Schools written by Delores B. Lindsey and published by Corwin Press. This book was released on 2017-05-25 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Create inclusive educational environments that benefit ALL learners! As schools become more diverse with students of differing abilities and needs, this self-reflective and action-oriented guide helps you create and support more inclusive schools and classrooms that intentionally educate all students. Using the Five Essential Elements of Cultural Proficiency as a roadmap, this book presents: Students’ learning differences as just that – differences rather than deficits Strategies that show you how to break though the common barriers to culturally proficient and inclusive schooling Assessments that gauge your awareness and show you how to best serve every student’s needs

Download or read book Grading for Equity written by Joe Feldman and published by Corwin Press. This book was released on 2018-09-25 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact." —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a "fixed mindset" about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a "true north" orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, "Grading practices are a mirror not just for students, but for us as their teachers." Each one of us should start by asking, "What do my grading practices say about who I am and what I believe?" Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference.

Download or read book The SAGE Encyclopedia of Intellectual and Developmental Disorders written by Ellen Braaten and published by SAGE Publications. This book was released on 2018-01-29 with total page 1928 pages. Available in PDF, EPUB and Kindle. Book excerpt: This encyclopedia provides an inter-disciplinary approach, discussing the sociocultural viewpoints, policy implications, educational applications and ethical issues involved in a wide range of disorders and interventions.

Download or read book Introducing Autism written by Ruth Eren and published by Taylor & Francis. This book was released on 2024-06-01 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by educators for educators, Introducing Autism: Theory and Evidence-Based Practices for Teaching Individuals With ASD is an introductory text offering a broad picture of Autism Spectrum Disorder for students, teachers, related service providers, and other school personnel who are engaged in the education of individuals with ASD. Introducing Autism imparts knowledge and understanding of the broad spectrum of ASD and suggests evidence-based practices to support this population. Editor Dr. Ruth Eren and the text contributors provide readers with a firm foundation of facts, strategies, and processes that help explain and address the complex profile of an individual with ASD. As a result of this understanding, current and future practitioners will be equipped with the skills and strategies to work collaboratively and effectively with their school team as they create a program for a student on the spectrum. What’s included in Introducing Autism: Content supported by case studies based in authentic educational settings Evidence-based practices suggested for use in the classroom Voices from the Spectrum sections in each chapter which feature the viewpoints from individuals on the spectrum Introducing Autism: Theory and Evidence-Based Practices for Teaching Individuals With ASD will enable universities to offer a comprehensive course that provides a strong foundation of knowledge and understanding of ASD to prepare teachers and related service providers for certification.

Download or read book Social Justice and Putting Theory Into Practice in Schools and Communities written by Brand, Susan Trostle and published by IGI Global. This book was released on 2019-07-26 with total page 359 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators in the K-12 and adult education milieu, including pre- and in-service educators, are expected to address, in and outside of the classroom, significant political and social issues including increased homelessness, food insecurity, poverty, gender dysphoria, school bullying, and marginalization of the LGBTQ population. Educators seek swift solutions to the situations at hand that will benefit K-12 students. Social Justice and Putting Theory Into Practice in Schools and Communities is an essential research publication that provides detailed research on the creation and implementation of social justice strategies in educational settings. Highlighting a wide range of topics such as gender equality, academic standards, and special education, this book is ideal for educators, sociologists, academicians, researchers, and curriculum designers.

Download or read book Handbook of Educational Psychology and Students with Special Needs written by Andrew J. Martin and published by Routledge. This book was released on 2020-02-18 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt: Handbook of Educational Psychology and Students with Special Needs provides educational and psychological researchers, practitioners, policy-makers, and graduate students with critical expertise on the factors and processes relevant to learning for students with special needs. This includes students with attention-deficit/hyperactivity disorder, other executive function difficulties, behavior and emotional disorders, autism spectrum disorder, intellectual disabilities, learning disabilities, dyslexia, language and communication difficulties, physical and sensory disabilities, and more. With the bulk of educational psychology focused on "mainstream" or "typically developing" learners, relatively little educational psychology theory, research, measurement, or practice has attended to students with "special needs." As clearly demonstrated in this book, the factors and processes studied within educational psychology—motivation and engagement, cognition and neuroscience, social-emotional development, instruction, home and school environments, and more—are vital to all learners, especially those at risk or disabled. Integrating guidance from the DSM-5 by the American Psychiatric Association and the International Classification of Diseases (ICD-10) by the World Health Organization, this book synthesizes and builds on existing interdisciplinary research to establish a comprehensive case for effective psycho-educational theory, research, and practice that address learners with special needs. Twenty-seven chapters by experts in the field are structured into three parts on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building.

Download or read book Towards Inclusion of All Learners through Science Teacher Education written by Michele Koomen and published by BRILL. This book was released on 2018-05-16 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: Towards Inclusion of All Learners through Science Teacher Education serves as a resource for teachers and teacher educators wishing to understand how to educate students with exceptionalities in science by connecting their experiences to leading experts

Download or read book Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society written by Management Association, Information Resources and published by IGI Global. This book was released on 2021-08-27 with total page 1985 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discussions surrounding inclusivity have grown exponentially in recent years. In today’s world where diversity, equity, and inclusion are the hot topics in all aspects of society, it is more important than ever to define what it means to be an inclusive society, as well as challenges and potential growth. Those with physical and intellectual disabilities, including vision and hearing impairment, Down syndrome, locomotor disability, and more continue to face challenges of accessibility in their daily lives, especially when facing an increasingly digitalized society. It is crucial that research is brought up to date on the latest assistive technologies, educational practices, work assistance, and online support that can be provided to those classified with a disability. The Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society provides a comprehensive guide of a range of topics relating to myriad aspects, difficulties, and opportunities of becoming a more inclusive society toward those with physical or intellectual disabilities. Covering everything from disabilities in education, sports, marriages, and more, it is essential for psychologists, psychiatrists, pediatricians, psychiatric nurses, clinicians, special education teachers, social workers, hospital administrators, mental health specialists, managers, academicians, rehabilitation centers, researchers, and students who wish to learn more about what it means to be an inclusive society and best practices in order to get there.