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Utilizing the Convergence of Data for Expedited Evaluations: Guidelines for School Psychologists
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Clopton, Kerri L.; Etscheidt, Susan – Psychology in the Schools, 2009
The purpose of this article is to propose that a combined response to intervention (RTI)-psychoeducational assessment model be used for expedited evaluations required during disciplinary proceedings [Individuals with Disabilities Education Improvement Act, 20 U.S.C. Section 1415(k)(5)(D)(ii)]. An expedited evaluation would determine if the child…
Descriptors: Early Intervention, Formative Evaluation, Disability Identification, Psychoeducational Methods
Secondary Teacher Perceptions of Co-Teaching Models of Instruction
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Beaudoin-Colwell, Lisa C. – ProQuest LLC, 2009
The Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB) have influenced an increase in the numbers of students who receive special education services in general education classrooms. The (IDEA) emphasizes the general education setting as the initial and natural setting for all students to be educated in the…
Descriptors: Mainstreaming, Inclusion, Teacher Effectiveness, Surveys
Implementation of the Individuals with Disabilities Education Act: Twentieth Annual Report to Congress.
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Department of Education, Washington, DC. – 1998
The 20th annual report to Congress on the implementation of the Individuals with Disabilities Education Act (IDEA) is divided into four sections organized around a model which views educational results as products of three sets of factors: the context and environment in which the education is provided, student characteristics, and school programs…
Descriptors: Academic Standards, Access to Education, Accountability, Agency Cooperation