ERIC Number: EJ776373
Record Type: Journal
Publication Date: 2005
Reference Count: 6
The No Child Left Behind and the Individuals with Disabilities Education Acts: The Uneven Impact of Partially Funded Federal Mandates on Education of Deaf and Hard of Hearing Children
Moores, Donald F.
American Annals of the Deaf, v150 n2 p75-80 2005
The No Child Left Behind (NCLB) Act of 2001 is having a major impact on the education of deaf and hard of hearing children, and in many ways has taken on an importance far in excess of the Individuals With Disabilities Education Act (IDEA), which has been evolving since 1975. Congress has appropriated less money for both laws than their authorizations have called for. NCLB has 10 titles, none of which address the education of disabled children, of whom almost 7 million are identified as attending public school. Three components of NCLB have major implications for all children, including deaf and hard of hearing students: assessment; demonstrated annual yearly progress; and the mandate for highly qualified teachers. The implications for deaf and hard of hearing children, many of whom will not be identified in the present statewide assessment system, are mixed but, on balance, negative.
Descriptors: High Stakes Tests, Partial Hearing, Deafness, Disabilities, Federal Legislation, Hearing Impairments, Academic Achievement, Accountability, Teacher Effectiveness, Federal Aid, State Standards
Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001