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Yell, Mitchell L.; Bateman, David F. – Teacher Education and Special Education, 2019
The purpose of this article is to examine the free appropriate public education (FAPE) requirements of the Individuals With Disabilities Education Act (IDEA). The authors first briefly examine the definition of FAPE in the IDEA. Second, they delve into the U.S. Supreme Court's decisions in "Board of Education v. Rowley" and "Endrew…
Descriptors: Court Litigation, Public Education, Educational Legislation, Disabilities
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Lewis, Maria M.; Garces, Liliana M.; Frankenberg, Erica – Educational Researcher, 2019
As the federal entity in charge of enforcing civil rights law, the U.S. Department of Education's Office for Civil Rights (OCR) plays a critical role in addressing the vast inequities that exist in U.S. education. Through an analysis of the policy guidance OCR issued for a number of areas during the Obama administration, we illustrate the agency's…
Descriptors: Public Agencies, Civil Rights, Agency Role, Law Enforcement
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Tesoriero, Gina – Cultural Studies of Science Education, 2019
In this dialogue with Phillip A. Boda's "Conceptualizing the margins into science education praxis:disability as case in point," I would like to continue the conversation on an equity-focused graduate course meant to prepare pre-service educators to value and leverage diversity in the classroom. While Boda's analysis revealed that…
Descriptors: Science Education, Race, Ability, Equal Education
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Grant, Marquis C., Ed. – IGI Global, 2018
Equality and equity are often mischaracterized as interchangeable terms in public education. This may explain why efforts towards reform and restructure are often not met with any real measure of success. "Equity, Equality, and Reform in Contemporary Public Education" provides emerging research on the reformation of education curriculum…
Descriptors: Equal Education, Educational Equity (Finance), Educational Change, Public Education
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Lewis, Katherine E.; Lynn, Dylan M. – Cognition and Instruction, 2018
In this article, we provide a novel view of mathematics learning disability (MLD) by studying a student with an MLD (Dylan) who had compensated so effectively that she was able to major in statistics. We push back on the dominant deficit model used in studies of MLD, and consider issues of access and compensation from a Vygotskian theoretical…
Descriptors: Mathematics Instruction, Learning Disabilities, Majors (Students), Academic Accommodations (Disabilities)
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Lindquist, Cynthia – International Journal of Progressive Education, 2017
As a country seeking admission to the European Union, this paper explores educational reforms in Turkey that enhance its possible entry into the European Union and changes still needed for it to be an equal partner. An overview of the school system in Turkey is provided including information on teacher training and preparation, special education…
Descriptors: Foreign Countries, Educational Change, Preservice Teacher Education, Special Education
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Roberts, Maria Banda; Guerra, Federico R., Jr. – Current Issues in Education, 2017
With the "Every Student Succeeds Act" continuing to legislate accountability for special education and Hispanic students, the appropriate content in principal preparation programs relevant to successful leadership of special education programs is vital. This mixed methods study analyzed the survey responses of 84 principals in South…
Descriptors: Principals, Administrator Attitudes, Special Education, Hispanic American Students
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Lipscomb, Stephen; Hamison, Joshua; Liu Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha – National Center for Education Evaluation and Regional Assistance, 2017
It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
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Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha L. – National Center for Education Evaluation and Regional Assistance, 2017
The National Longitudinal Transition Study (NLTS) 2012 is a national study of nearly 13,000 youth with and without an individualized education program (IEP). These students were chosen to represent all students with and without an IEP in the United States in grades 7 through 12 (or secondary ungraded classes). Among the youth with an IEP are…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
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Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha L. – National Center for Education Evaluation and Regional Assistance, 2017
The National Longitudinal Transition Study (NLTS) 2012 is a national study of nearly 13,000 youth with and without an individualized education program (IEP). These students were chosen to represent all students with and without an IEP in the United States in grades 7 through 12 (or secondary ungraded classes). Among the youth with an IEP are…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
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Burghardt, John; Haimson, Joshua; Lipscomb, Stephen; Liu, Albert Y.; Potter, Frank; Waits, Tiffany; Wang, Sheng – National Center for Education Evaluation and Regional Assistance, 2017
The National Longitudinal Transition Study 2012 (NLTS 2012) is the third in the series of NLTS studies sponsored by the U.S. Department of Education to examine youth with disabilities receiving services under the Individuals with Disabilities Education Act (IDEA), a long-standing federal law last updated in 2004. Under IDEA, youth with…
Descriptors: Longitudinal Studies, Disabilities, Transitional Programs, Special Education
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Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha – National Center for Education Evaluation and Regional Assistance, 2017
It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
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Banks, Joy – Equity & Excellence in Education, 2017
This investigation employs Disability Critical Race Studies as a theoretical framework to determine the interdependence of racism and ableism in school settings. African American male students with learning disabilities are queried about their interpretations of special education placement and labeling while attempting to secure educational…
Descriptors: African American Students, Males, Learning Disabilities, Labeling (of Persons)
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Dieterich, Cynthia A.; Chan, Paula E.; Price, Anne E. – Teacher Education and Special Education, 2017
The goal of Special Education is to help individuals with disabilities transition to meaningful adult roles. When students with disabilities pursue education majors, Special Education Faculty must balance their desire to support college students with disabilities, while maintaining the rigor of their academic programs. To gain a better…
Descriptors: Special Education, Disabilities, Academic Accommodations (Disabilities), Legal Responsibility
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Weis, Robert; Dean, Emily L.; Osborne, Karen J. – Journal of Learning Disabilities, 2016
Clinicians uniformly recommend accommodations for college students with learning disabilities; however, we know very little about which accommodations they select and the validity of their recommendations. We examined the assessment documentation of a large sample of community college students receiving academic accommodations for learning…
Descriptors: Academic Accommodations (Disabilities), Learning Disabilities, Postsecondary Education, Two Year Colleges
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