Purpose: This paper aims to share responses from current literature, a small case study about perceptions and practices of the school of education faculty toward multicultural and educational issues concerning the rapid rise in online environments during coronavirus (COVID-19) experiences and just-in-time strategies for addressing digital equity…

In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories,…

The National Center for Special Education in Charter Schools (the Center) is deeply committed to ensuring that students with disabilities have equal access to charter schools and that charter schools are designed and operated to enable success for all students. To accomplish this goal, the Center conducts analyses and releases a comprehensive…

For this 10th article in the series reviewing recent court decisions concerning appropriate school psychology practice from both professional and legal perspectives, the focus is eligibility under the Individuals with Disabilities Education Act (IDEA). For this purpose, the courts have generally agreed that, based on the definitions in the IDEA's…

As advocates for children and youth with exceptionalities, the Council for Exceptional Children (CEC) believes that strong public education systems are necessary to ensure the promise of a free appropriate public education (FAPE) guaranteed by the Individuals with Disabilities Education Act (IDEA) of 2004. This position statement presents the…

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…

Scant information exists regarding the status of students with disabilities in the charter sector. With the release of the most recent U.S. Department of Education's Civil Rights Data Collection (CRDC), the National Center for Special Education in Charter Schools (NCSECS) embraced the opportunity to examine these issues across the universe of…

Forty years ago, the Supreme Court of the United States determined that in order for public schools to comply with their legal obligations under Title VI of the Civil Rights Act of 1964 (Title VI), they must take affirmative steps to ensure that students with limited English proficiency (LEP) can meaningfully participate in their educational…

For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States. Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and appropriate public education and provided…

Case management services under NYS PROMISE are provided by a robust and diverse network of case managers and family coaches. Case managers work predominantly with youth in the research demonstration sites, while family coaches work exclusively with the families of intervention group youth enrolled in NYS PROMISE through regional Parent Training…

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…

For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States (Snyder, de Brey, & Dillow, 2016). Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and…

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…

In order to gain access to accommodations and services at colleges and universities, students with learning disabilities must provide documentation of their disabilities, and as students with learning disabilities access higher education at increasing rates, the need for documentation of their disabilities and its impact becomes even more…

The National Center on Educational Outcomes (NCEO) has been tracking and analyzing state policies on assessment participation and accommodations since 1992. The purpose of the current analysis is to update information on these policies that was last reported by NCEO in 2008 (based on 2007 data). In addition, current state accommodations policies…