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 Making the Grade written by Nicholas D. Young and published by Rowman & Littlefield. This book was released on 2018-03-02 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed to be a valuable resource, this book provides educators, administrators, practitioners, and families with a clear understanding of how to meet the instructional, emotional, and social needs of students with learning disabilities. Readers will benefit from the extensive research provided and will gain an appreciation for the importance of collaboration, creating safe and supportive learning environments, as well as effectively implementing interventions.
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 Special Education Transition Services for Students with Disabilities written by Jeffrey P. Bakken and published by Emerald Group Publishing. This book was released on 2019-11-26 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses the considerable challenges students with disabilities conquer in education, varying from relationships with teachers and academics, learning resources, and everyday social situations.
Download or read book Multicultural Education written by James A. Banks and published by John Wiley & Sons. This book was released on 2019-11-12 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: As diversity continues to increase in the United States, ethnic, cultural, social-class, and linguistic gaps are widening between teachers and their students. The rapidly changing educational landscape presents unique challenges and opportunities for addressing diversity both creatively and constructively in schools. Multicultural Education helps current and future educators fully understand sophisticated concepts of culture; become more effective practitioners in diverse classrooms; and view race, class, gender, social class, and exceptionality as intersectional concepts. Now in its tenth edition, this bestselling textbook assists educators to effectively respond to the ways race, social class, and gender interact to influence student behavior and learning. Contributions from leading authorities in multicultural education discuss the effects of class and religion on education; differences in educational opportunities for male, female, and LGBTQ students; and issues surrounding non-native English speakers, students of color, and students with disabilities. Contemporary in relevance, this timely volume promotes multicultural education as a process of school reform. Practical advice helps teachers increase student academic achievement, work effectively with parents, improve classroom assessment, and benefit from diversity.
Download or read book Annual Report to Congress on the Implementation of the Education of the Handicapped Act written by Special Education Programs (U.S.). Division of Educational Services and published by . This book was released on 1983 with total page 786 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transforming the Financing of Early Care and Education written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2018-08-17 with total page 315 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-quality early care and education for children from birth to kindergarten entry is critical to positive child development and has the potential to generate economic returns, which benefit not only children and their families but society at large. Despite the great promise of early care and education, it has been financed in such a way that high-quality early care and education have only been available to a fraction of the families needing and desiring it and does little to further develop the early-care-and-education (ECE) workforce. It is neither sustainable nor adequate to provide the quality of care and learning that children and families needâ€"a shortfall that further perpetuates and drives inequality. Transforming the Financing of Early Care and Education outlines a framework for a funding strategy that will provide reliable, accessible high-quality early care and education for young children from birth to kindergarten entry, including a highly qualified and adequately compensated workforce that is consistent with the vision outlined in the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The recommendations of this report are based on essential features of child development and early learning, and on principles for high-quality professional practice at the levels of individual practitioners, practice environments, leadership, systems, policies, and resource allocation.
Download or read book School Connectedness for Students with Disabilities written by Therese M. Cumming and published by Routledge. This book was released on 2017-09-05 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: School Connectedness for Students with Disabilities: From Theory to Evidence-based Practice focuses on the importance of school connectedness for students with disabilities, and presents ways in which this sense of connectedness can be fostered. Written from a holistic perspective, it embraces a variety of approaches, strategies and interventions rooted in evidence-based theory and practice, and examines them not only in regard to the student with a disability, but also school leaders, teachers, families and community members. The book describes and defines the concept of school connectedness, provides the reader with a theoretical framework from which to examine connectedness and explores connectedness from the lens of each of its components. It discusses the importance of assessing school connectedness in order to make data-based intervention decisions, as well as unpacking the components of student engagement, school climate, bonding and attachment. Several school-wide and leadership approaches that foster school connectedness are presented, as are ways to involve families. All of these are discussed through the lens of disability, in order to acknowledge the characteristics of disability that affect student levels of school connectedness. School connectedness has become a priority for many schools and educators internationally. Research demonstrates the importance of connectedness as a protective factor, and its impact on the health behaviour, social, emotional and academic outcomes of young people. Grounded in theory and relevant to practice, this is essential reading for anyone interested in improving the school connectedness of students with different disabilities across the lifespan.
Download or read book 35th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act 2013 written by Office of Special Education and Rehabilitative Services (ED) and published by . This book was released on 2014 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 35th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2013 describes the nation's progress in (1) providing a free appropriate public education (FAPE) for all children with disabilities, (2) ensuring that the rights of 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 "35th Annual Report to Congress," 2013 follows the "34th Annual Report to Congress," 2012 in sequence and format, and it continues to focus on IDEA results and accountability. Similar to the "34th Annual Report," 2012, the 35th Annual Report, 2013 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 34th Annual Report, 2012 in that it does not include an exhibit in Section II that presents data about exits from Part B for states that used and states that did not use exit exams for students served under IDEA, Part B. The source of information that had been used to classify the states regarding the use of exit exams did not include information about the time period addressed in this report, and no alternative source was identified. Appendices include: (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) Differences in State Reporting of "IDEA," Part B, Disabilities.
Download or read book The Complexity of Autism Spectrum Disorders written by Michael Wolff and published by Routledge. This book was released on 2018-09-03 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its first identification, Autism Spectrum Disorder (ASD) has presented myriad challenges of diagnosis and classification. Our understanding has evolved from a cluster of diagnostic categories (Asperger’s, Autism, and Pervasive Development Disorder) to the current continuum of Autism Spectrum Disorder. Meanwhile, we have progressed from debating the validity of the diagnosis, to considering it a modern epidemic. This evolution has drawn attention across a variety of fields, including the neurosciences, education, forensics, and behavioral health. While new research accumulates, there remains a lack of conceptual and practical clarity about what ASD is, how specific diagnoses might be delineated, and what we can do to understand and manage the complexity of individuals on the Spectrum. In understanding ASD, one size does not fit all—families, schools, and clinicians all need a multi-faceted engagement with the specifics they encounter. This text opens a critical dialogue through which students, researchers, and clinicians can challenge their ideas about what it means to work with the unique presentations of individuals on the Spectrum. It provides education, clinical expertise, and personalization to the lives influenced by the ever-changing dynamics of Autism Spectrum Disorder.
Download or read book Literacy Instruction for Students with Emotional and Behavioral Disorders written by Richard T. Boon and published by IAP. This book was released on 2020-08-01 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of Literacy Instruction for Students with Emotional and Behavioral Disorders: Research-Based Interventions for Classroom Practice is to provide educators with effective, research-based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.
Download or read book Cultivating Inclusive Practices in Contemporary K 12 Education written by O'Connor Jr., Johnny R. and published by IGI Global. This book was released on 2018-10-12 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to state and federal policies, there has been an increased emphasis on educating students with disabilities along with their nondisabled peers. This can significantly impact the way that educators view instructional design as well as influence the academic program planning of school districts. There is an apparent need for resources that provide additional insight and perspective into plans that facilitate these types of programs. Cultivating Inclusive Practices in Contemporary K-12 Education is an essential reference source that discusses comprehensive methods for teaching students across a broad spectrum of capabilities. The chapters within extend the knowledge base of inclusion by encompassing a variety of elements necessary for training and organizational development, ensuring that each student is placed within his/her least restrictive environment. Featuring research on topics such as educational environments, support frameworks, and teaching strategies, this book is ideally designed for educators, administrators, policymakers, consultants, and academicians seeking coverage on comprehensive methods for teaching students across a broad spectrum of capabilities.
Download or read book Emerging Research and Issues in Behavioral Disabilities written by Timothy J. Landrum and published by Emerald Group Publishing. This book was released on 2018-11-30 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on emerging research and issues related to emotional and behavioral disorders (EBD). Chapters include reports of original research and summaries of new and emerging research issues. Specific topics include bullying, technology-based self-monitoring, and issues around identifying evidence-based practice in EBD.
Download or read book Special Education for Young Learners with Disabilities written by Festus E. Obiakor and published by Emerald Group Publishing. This book was released on 2019-01-07 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume looks at current and future innovations in teaching young learners with disabilities. It covers physical disabilities, learning disabilities, and emotional and behavioral disorders.
Download or read book Handbook of Leadership and Administration for Special Education written by Jean B. Crockett and published by Routledge. This book was released on 2018-07-03 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Leadership and Administration for Special Education brings together research informing practice in leading special education from preschool through transition into postsecondary settings. The second edition of this comprehensive handbook has been fully updated to provide coverage of disability policy, historical roots, policy and legal perspectives, as well as effective, collaborative, and instructional leadership practices that support the administration of special education. It can be used as a reference volume for scholars, administrators, practitioners, and policy makers, as well as a textbook for graduate courses related to the administration of special education.
Download or read book Handbook of Research on Interdisciplinary Preparation for Equitable Special Education written by Slanda, Dena D. and published by IGI Global. This book was released on 2022-12-27 with total page 689 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaborative approaches to special education that seek to provide innovative, creative, and novel ways to disrupt current structures and practices are necessary to move the field towards a more inclusive model for educating students with disabilities. Multiple professionals are involved in interdisciplinary and multidisciplinary teams to develop and implement individualized education programs (IEPs) for students with disabilities, extending the pool of stakeholders in special education far beyond the special education teacher. Achieving a strong understanding between the multiple professions involved in IEP development and implementation will improve data-based individualization, the fidelity of program implementation, and the sustainability of practices and services. The Handbook of Research on Interdisciplinary Preparation for Equitable Special Education explores and highlights interdisciplinary personnel preparation to advance special education and enhance outcomes for students with disabilities. This book also provides theories and frameworks, examples, and discussions around innovations and lessons learned from interdisciplinary preparation programs and practices. Covering key topics such as educator preparation models, equity, diverse students, and educator competencies, this premier reference source is ideal for administrators, principals, researchers, academicians, practitioners, scholars, instructors, and students.
