This report is part of a five-report series on the Individuals with Disabilities Education Act (IDEA) that examines the history and current process of federal monitoring and enforcement of IDEA, the role of the U.S. Department of Education's Office for Civil Rights (OCR), the U.S. Department of Justice (DOJ), and IDEA's options for resolving…

Providing high-quality education in juvenile justice secure care settings presents unique challenges for the administrators, teachers, and staff who are responsible for the education, rehabilitation, and welfare of youths committed to their care. The United States departments of Education (ED) and Justice (DOJ) recognize that while these…

National reports have raised concerns about the physical accessibility of public school facilities for people with disabilities. These facilities serve important roles as schools, voting locations, and emergency shelters, among other things. The Government Accountability Office (GAO) was asked to examine the physical accessibility of public school…

There are a variety of services and supports in Minnesota for children and youth with autism who are age 0-21. These include services and supports provided by state agencies, including the Minnesota Department of Human Services, Minnesota Department of Education, Minnesota Department of Health, and the Minnesota Department of Employment and…

In recent years, many state departments of education and local school districts have taken steps to reduce bullying in schools. The U.S. Department of Education (Department) fully supports these efforts. Bullying fosters a climate of fear and disrespect that can seriously impair the physical and psychological health of its victims and create…

Physical educators, including adapted physical educators, are often called upon to advocate for their students with disabilities, their physical education programs, or themselves to affect change in practice or a student's Individualized Education Program. These advocacy efforts are most effective when physical educators are knowledgeable about…

Since schools have generally resumed full in-person services, the legal issues for students with disabilities include not only the continuing line of cases challenging the level and efficacy of services during the pandemic but also the potential disputes about implementation or nonimplementation of "compensatory services" per federal and…

The 2017-18 Civil Rights Data Collection (CRDC) is a survey of nearly all public schools and school districts in the United States. The CRDC measures student access to courses, programs, staff, and resources that relate to Federal civil rights laws. The CRDC has long provided important information used by the U.S. Department of Education's…

The states and localities, not the federal government, primarily control and fund K-12 education. As a major source of revenue and with its historic role in our federal system, the states are the driving presence in most every education policy area. That is true in the current efforts to adjust education programs to the Coronavirus disease…

The document presents the text of a proposed addition (Part 15b) to the rules and regulations of the United States Department of Agriculture, designed to eliminate discrimination on the basis of handicap in any of its programs or activities. Intended to implement Section 504 of the Rehabilitation Act of 1973, Part 15b is subdivided into six…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. States are required to provide guidance for appropriate participation of all students, including those with English Learners and those with disabilities, in required state assessments. The West Virginia Department of Education has…

The Indiana Department of Education's (IDOE) Accessibility and Accommodations Guidance is intended for school-level personnel and decision-making teams as they prepare for and implement Indiana State Assessments. Information is provided for school personnel to use in selecting and administering universal tools, designated features, and…

There is no evidence that physically restraining or putting children in unsupervised seclusion in the K-12 school system provides any educational or therapeutic benefit to a child. In fact, use of either seclusion or restraints in non-emergency situations poses significant physical and psychological danger to students. Yet the first round of data…

This document provides results of a survey of all public schools and school districts in the United States. The CRDC measures student access to courses, programs, instructional and other staff, and resources--as well as school climate factors, such as student discipline and bullying and harassment--that impact education equity and opportunity for…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001…