Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 6 |
Descriptor
| Educational Legislation | 8 |
| Student Evaluation | 8 |
| Federal Legislation | 7 |
| Disabilities | 6 |
| Eligibility | 4 |
| Individualized Education… | 4 |
| Special Education | 4 |
| Elementary Secondary Education | 3 |
| Intervention | 3 |
| Teaching Methods | 3 |
| Access to Education | 2 |
| More ▼ | |
Author
| Zirkel, Perry A. | 2 |
| Cooper-Duffy, Karena | 1 |
| Elliott, Judy | 1 |
| Erickson, Ron | 1 |
| Farah, Yara N. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| Hyer, Glenda | 1 |
| Johnsen, Susan K. | 1 |
| Krohn, Nico | 1 |
| Parker, Sonia L. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 8 |
| Reports - Descriptive | 6 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 4 |
| Elementary Secondary Education | 3 |
| Secondary Education | 2 |
| High Schools | 1 |
| Higher Education | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
Audience
| Practitioners | 1 |
| Teachers | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 6 |
| No Child Left Behind Act 2001 | 4 |
| Rehabilitation Act 1973… | 2 |
| Elementary and Secondary… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkJohnsen, Susan K.; Parker, Sonia L.; Farah, Yara N. – TEACHING Exceptional Children, 2015
Response to intervention (RTI) was included in the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), specifically as part of an assessment process to determine if a child has a disability. Although IDEA's focus is on students with disabilities, 10 states have developed policies that attend to students with gifts and…
Descriptors: Response to Intervention, Academically Gifted, Student Needs, Federal Legislation
Cooper-Duffy, Karena; Szedia, Pamela; Hyer, Glenda – TEACHING Exceptional Children, 2010
In 1997, the Individuals With Disabilities Education Act (IDEA) mandated that students with disabilities have access to the general education curriculum. Access means more than being exposed to language arts, math, and science; access means academic progress. In addition, the No Child Left Behind (NCLB) Act of 2001 requires that all students have…
Descriptors: Literacy Education, Regular and Special Education Relationship, Access to Education, Mainstreaming
Fuchs, Lynn S.; Fuchs, Douglas – TEACHING Exceptional Children, 2009
With the last reauthorization of the Individuals With Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA, also known as No Child Left Behind or NCLB), special education research exerted a major influence on general education. Even so, the academic outcomes of students with learning disabilities (LD), who are the…
Descriptors: Intervention, General Education, Federal Legislation, Learning Disabilities
Parrish, Polly R.; Stodden, Robert A. – TEACHING Exceptional Children, 2009
This article presents a classroom teacher's perspective on one of the important requirements of the No Child Left Behind Act of 2001 (NCLB) legislation and aligned language found in the Individuals With Disabilities Education Improvement Act (IDEA 2004)--that of aligning assessment and instructional practices with state academic content standard…
Descriptors: Alignment (Education), State Standards, Elementary Secondary Education, Federal Legislation
Zirkel, Perry A.; Krohn, Nico – TEACHING Exceptional Children, 2008
Touted as a more effective approach to determining eligibility for specific learning disability (SLD) than establishing a severe discrepancy between ability and achievement, response to intervention (RTI) represents various models that share these common characteristics: (a) multiple tiers of scientific, research-based interventions; (b)…
Descriptors: Eligibility, State Legislation, Learning Disabilities, Laws
Zirkel, Perry A. – TEACHING Exceptional Children, 2007
This article presents questions regarding the Individuals with Disabilities Education Act (IDEA) regulations and the No Child Left Behind Act. The author's answers to these questions are presented.
Descriptors: Federal Legislation, Disabilities, Educational Legislation, Evaluation Methods
Peer reviewedElliott, Judy; Ysseldyke, Jim; Thurlow, Martha; Erickson, Ron – TEACHING Exceptional Children, 1998
Highlights specific questions, concerns, and challenges faced by educators, parents, and students concerning assessment, accountability, accommodations, and alternate assessment. Examples of state assessment-accommodation policies are provided and reasons for providing test accommodations, requirements of Individualized Education Programs,…
Descriptors: Accountability, Alternative Assessment, Disabilities, Educational Legislation
deBettencourt, Laurie U. – TEACHING Exceptional Children, 2002
The similarities and differences of provisions in the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973 are discussed, including provisions relating to identification of students with disabilities, eligibility, evaluation procedures, the Individualized Education Programs, least restrictive environment…
Descriptors: Disabilities, Disability Identification, Due Process, Educational Legislation
