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Bray, Laura E.; Russell, Jennifer Lin – Educational Evaluation and Policy Analysis, 2018
In this qualitative comparative case study, we drew from institutional theory and cultural historical activity theory to explore how educators wrote, used, and conceptualized the role of Individualized Education Programs (IEPs) for students with specific learning disabilities within secondary inclusive settings. We found that students' IEPs were…
Descriptors: Inclusion, Individualized Education Programs, Learning Disabilities, Special Education
Mayer, Tammy Marie – ProQuest LLC, 2017
The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has changed how public schools adapt to standards and accountability systems for all students, including students with mild-to-significant cognitive disabilities. Federal legislation has changed the focus of…
Descriptors: Public Schools, Disabilities, High Stakes Tests, Academic Achievement
Williams, Sean Michael – ProQuest LLC, 2014
The reauthorization of the Individuals with Disabilities Education Act (IDEA) of 2004 spurred sweeping changes in how special education students are identified in the United States. IDEA encourages instructional models that are research-based, and emphasizes the analysis of student progress data prior to special education identification. Response…
Descriptors: Principals, Administrator Role, Response to Intervention, Disabilities
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Sylvan, Lesley – Journal of the American Academy of Special Education Professionals, 2014
Public school districts must determine which students are eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA). This study, which involves 39 interviews with speech-language pathologists and school administrators, examines how eligibility recommendations are made for one widely…
Descriptors: Speech Therapy, Speech Language Pathology, Public Schools, Educational Policy
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Elliott, Judy – Journal of Applied School Psychology, 2007
The pressures and demands of educating students have never been greater. Providing effective instruction for all students may be the single greatest challenge facing educators today. This article examines the impact of No Child Left Behind and the Individuals with Disabilities Act on assessment, accountability and instruction for all students,…
Descriptors: Federal Legislation, Psychologists, School Psychologists, Attitudes toward Disabilities
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Brozo, William G. – Journal of Adolescent & Adult Literacy, 2009
It is difficult to deny that many U.S. middle and high school students are in need of special literacy supports. Several indicators of declining literacy achievement have shifted national attention toward struggling and striving adolescent readers. More than ever, secondary schools are under enormous pressure to find ways of improving performance…
Descriptors: Secondary Schools, Intervention, Learning Disabilities, Literacy
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Zion, Shelley D.; Blanchett, Wanda – Teachers College Record, 2011
Background/Context: Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between…
Descriptors: Social Justice, African American Students, Critical Theory, Social Class
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VanSciver, James H.; Conover, Virginia A. – TEACHING Exceptional Children Plus, 2009
With the pressure of No Child Left Behind and state-ordered accountability initiatives building, local educators' angst with the challenges of documenting improvement on the part of special education students, as a function of their performance on high stakes content assessments, continues to grow. One major tool used to identify academic needs…
Descriptors: Federal Legislation, Disabilities, Special Education, Accountability
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Earley, Penelope; Brazer, S. David – Education Policy Analysis Archives, 2005
This study explores and begins baseline documentation of state policies governing teachers' voluntary removal of endorsement areas from their licenses. Through a survey of state licensure officers we find that most states allow teachers to remove endorsements, though the specifics of how this can be done vary from state to state. The No Child Left…
Descriptors: Federal Legislation, Teacher Qualifications, Educational Improvement, Federal Programs
Laubach, Thomas – OECD Publishing (NJ1), 2005
This paper discusses the current state of fiscal relations between the federal, state and local governments in the United States and suggests directions for improvement. The significant degree of fiscal autonomy of the states and, to a lesser extent, of local governments has had several beneficial effects, including the responsiveness of public…
Descriptors: Expenditures, Taxes, Educational Finance, Resource Allocation
Edge, Denzil; Davis, Diane Talley – 1993
This paper examines issues in the inclusion of parents and families of children with disabilities in the educational process, including societal changes affecting families, barriers to family involvement, changes in the definition of parent involvement, and principles for involving families. A section on background notes the importance of family…
Descriptors: Cultural Influences, Disabilities, Elementary Secondary Education, Family Involvement
Lankard, Bettina A. – 1993
The comprehensiveness and effectiveness of school-to-work transition activities are limited by staff and time. The unique and complicated counseling needs of students with disabilities require the involvement of other actors, primarily parents. Youth with disabilities and their parents must be knowledgeable about vocational opportunities and…
Descriptors: Career Development, Career Education, Disabilities, Education Work Relationship