Families who have children with delays or disabilities are often expected to become advocates for their children. Despite this inherent expectation, there is limited research available focused on advocacy during the early years (birth to three). The purpose of this study was to use qualitative inquiry, specifically semi-structured interviews, to…

Early intervention for children with developmental delays or disabilities may prevent future need for special education services. The Individuals with Disabilities Education Act (IDEA) allows each state to establish criteria for eligibility for early intervention services for children younger than 3 years old (Part C) and special education…

The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years (M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week,…

To date, there has been little research into the school's practices that influence caregiver involvement in the education of students with autism spectrum disorders (ASD) that gives voice to both families and teachers, and little research has used a mixed-methods approach. In contrast to those studies that mainly concentrate on qualitative inquiry…

Effective evidence-based action requires getting the right data into the right hands at the right time to help make decisions. The Data Quality Campaign (2011) has provided suggestions to state education agencies for effectively using data within state longitudinal data systems. One suggestion is to identify "the variety of ways available…

Voucher and education savings account (ESA) programs fund students' private school education expenses, such as tuition. In school year 2014-15, 22 such school choice programs were operating nationwide, all but one of which was state funded. Under two federal grant programs, one for students with disabilities and one for students from disadvantaged…

Developed for California's local education agencies, this resource identifies six components an infrastructure needs to have in place to operate a well-functioning special education program. The publication also provides a tool for examining the degree to which these components are in place in your system. The results of that examination can help…

This document records testimony from a hearing held to help students succeed through the power of school choice. Across the country, efforts are underway to empower parents with more options when it comes to their children's education. Member statements were presented by: (1) Honorable Jared Polis, Ranking Member, Subcommittee on Early Childhood,…

Based on the importance of principals' roles in supporting students with disabilities and other diverse learners, Project Forum at the National Association of State Directors of Special Education (NASDSE), in collaboration with LeadScape, held a policy forum on this topic as part of its cooperative agreement with the U.S. Department of Education,…

Diverse learners with particular needs require a specialized curriculum that will help them develop socially and intellectually. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children. "Instructional Strategies in General Education and Putting the Individuals…

The US Department of Education notes that, "in 1970, U.S. schools educated only one in five children with disabilities, and many states had laws excluding certain students, including children who were deaf, blind, emotionally disturbed or mentally retarded, from its schools." Now, they estimate that more than 6.5 million children and…

This article presents position statements, issue briefs, and resolutions and consensus statements of the National Association of School Nurses (NASN). The Position Statements include: (1) Allergy/Anaphylaxis Management in the School Setting; (2) Caseload Assignments; (3) Child Mortality in the School Setting; (4) Chronic Health Conditions, Managed…

The "Code of Virginia" (Section 22.1-279.3:1) requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2010-2011,…

The "Code of Virginia" requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2008-2009, with selected comparisons…

The "Code of Virginia" requires school divisions statewide to submit data to the Virginia Department of Education (VDOE) on incidents of discipline, crime, and violence (DCV). School divisions began reporting such data in 1991. This annual report focuses primarily on DCV data submitted for school year 2009-2010, with selected comparisons…