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Showing 1 to 15 of 34 results
Peer reviewed
Direct linkGagnon, Joseph Calvin; Maccini, Paula; Mulcahy, Candace – Exceptionality, 2014
The current study focuses on results from a national survey of special education mathematics teachers in secondary psychiatric schools. A total of 115 (33.04%) respondents completed a mail or online survey concerning school-level mathematics curriculum and assessment policies and practices. No statistically significant differences existed between…
Descriptors: National Surveys, Special Education Teachers, Mathematics Teachers, Special Schools
Weiss, Margaret P.; Petrin, Robert A.; Farmer, Thomas W. – Exceptionality, 2014
Despite the importance of special educators in the current era of educational reform, there is no overarching portrait of special educators' roles, especially in rural schools where the provision of services is especially challenging. Using latent class analysis and data from a national sample of rural school districts, we identified four…
Descriptors: Special Education Teachers, Teacher Response, Rural Schools, Teacher Role
Graff, Heidi J.; Berkeley, Sheri; Evmenova, Anya S.; Park, Kristy L. – Exceptionality, 2014
Autism Spectrum Disorder (ASD) is a lifelong disability for which prevalence rates continue to increase. Persons with ASD vary widely in both severity of disability and services required. Therefore it is important to identify trends in research and evaluate progress in the field. The current study uses a journal analysis to evaluate research over…
Descriptors: Pervasive Developmental Disorders, Autism, Educational Research, Trend Analysis
Petcu, Stefania D.; Yell, Mitchell; Fletcher, Tia – Exceptionality, 2014
Developing special education programs that confer a free appropriate public education (FAPE) for students with disabilities has been a challenge for local education agencies since the Individuals with Disabilities Education Act (IDEA) was first passed in 1975. Developing a FAPE has been particularly challenging when students require assistive…
Descriptors: Special Education, Disabilities, Assistive Technology, Educational Legislation
Karvonen, Meagan; Wakeman, Shawnee; Flowers, Claudia; Moody, Shauna – Exceptionality, 2013
In the decade since alternate assessments based on alternate achievement standards (AA-AAS) were first required, special education teachers have had to develop content knowledge and pedagogical skills to teach academics to students with significant cognitive disabilities. The purpose of this study is to examine the impact that teachers'…
Descriptors: Special Education, Special Education Teachers, Alternative Assessment, Academic Standards
Lindstrom, Jennifer H.; Sayeski, Kristin – Exceptionality, 2013
The Individuals with Disabilities Education Act (2004) has had substantial influence on special education in general and the field of learning disabilities in particular. Since its reauthorization in 2004, ongoing regulatory efforts have been underway to determine its operationalization and implementation. Of particular concern to those involved…
Descriptors: Identification, Learning Disabilities, Special Education, Response to Intervention
Gresham, Frank M.; Hunter, Katherine K.; Corwin, Emily P.; Fischer, Aaron J. – Exceptionality, 2013
Outcomes for students classified as emotionally disturbed (ED) are among the poorest for any disability group and include disturbingly low graduation rates, poor academic achievement, high rates of school suspensions and school dropouts, and chronic interpersonal problems. Additionally, these students are often underserved within the school…
Descriptors: Disabilities, Evidence, Outcome Measures, Emotional Disturbances
Brigham, Frederick J.; Berkeley, Sheri; Walker, Erin – Exceptionality, 2012
Assessment of students with disabilities is a critical component of special education. In addition to the complexity of assessment (e.g., high-stakes assessments, progress monitoring, diagnosis), the issue is complicated further by the use of acronyms. This can make both explaining and understanding important information related to students very…
Descriptors: Educational Improvement, Academic Achievement, Disabilities, School Personnel
Jung, Eunju – Exceptionality, 2012
The U.S. Department of Education released regulations governing the development of alternate assessments for students with persistent learning problems who are eligible for Modified Academic Achievement Standards (MAAS) in 2007. To date, state regular assessments or alternate assessments based on Alternate Academic Achievement Standards have not…
Descriptors: Learning Problems, Test Results, General Education, Eligibility
Yell, Mitchell L.; Walker, David W. – Exceptionality, 2010
The Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 makes significant and controversial changes to the Individuals with Disabilities Education Act (IDEA). Two very significant changes in this law are provisions that (a) allow school districts to spend up to 15% of their IDEA Part B funds on early intervening services in…
Descriptors: Civil Rights, Eligibility, Hearings, Learning Disabilities
Etscheidt, Susan; Curran, Christina M. – Exceptionality, 2010
The reauthorized Individuals with Disabilities Education Act (IDEA) requires Individualized Education Program (IEP) teams to base the selection of special education, related services, and supplementary aids and services on peer-reviewed research (PRR) to the extent practicable. This article examines the intended purpose of the PRR provision and…
Descriptors: Individualized Education Programs, Intention, Peer Evaluation, Federal Legislation
Christle, Christine A.; Yell, Mitchell L. – Exceptionality, 2010
The individual education program (IEP) is of critical importance to educators, parents, and students. Through the IEP process school-based teams (a) assess the educational needs of a student, (b) develop meaningful and measurable goals that direct the student's program, (c) develop and implement a program of special education and related services,…
Descriptors: Individualized Education Programs, Special Needs Students, Teamwork, Needs Assessment
Sugai, George; Horner, Robert H. – Exceptionality, 2009
The Individuals with Disabilities Education Act and No Child Left Behind emphasize the use of scientifically based research to improve outcomes for students. From this emphasis, response-to-intervention has evolved. We present one perspective on the defining features of response-to-intervention and application of those features to school-wide…
Descriptors: Intervention, Federal Legislation, Learning Disabilities, Behavior Modification
Zigmond, Naomi; Kloo, Amanda; Volonino, Victoria – Exceptionality, 2009
After the passage of PL 94-142 in 1975 guaranteeing a free, appropriate, public education to all students with disabilities, multiple reauthorizations of IDEA have refined, revised, and renewed the nation's moral and pedagogical commitment to providing well-planned, public, inclusive, and appropriate education to all students with disabilities.…
Descriptors: Inclusive Schools, Disabilities, Public Policy, Special Education
Lieber, Joan; Horn, Eva; Palmer, Susan; Fleming, Kandace – Exceptionality, 2008
As stipulated in the Individuals with Disabilities Education Act (IDEA) 2004, preschool children are provided with access to the general education curriculum when they are in settings with children without disabilities and when their learning outcomes are met in these settings. In this article, we describe how access can be achieved through a…
Descriptors: Learning Theories, General Education, Academic Achievement, Disabilities
