Since 1997, revisions to the Individuals With Disabilities Education Act (IDEA) have shown promise for addressing special education equity concerns: For example, states have the option to use response to intervention (RTI) for determining and thus reducing inappropriate disability determination, and states and districts are required to assess and…

This article explores trends in research since the 1975 passage of the Education for All Handicapped Children Act (now known as the Individuals with Disabilities Education Act), notes gaps in the literature, and offers suggestions for future directions music education researchers could take in exploring the needs and experiences of music teachers…

In terms of the number of students served and the overall quality of special education services provided, it is clear that special education has, from its early beginnings in the late seventeenth century, advanced at various rates in the different countries of the world. Data from the United States Department of Education (2007) indicates that 12%…

Family members are a child's first and most important teachers. A growing body of research demonstrates that when families are actively engaged in their child's learning, children are better prepared for school and achieve at higher levels. Increased participation by families in pre-kindergarten programs has also been linked to greater academic…

This article reviews the development and current status of alternatives to the federal definition of emotional disturbance or behavior disorders. It notes that several states are now revising their own terminologies or definitions in response to the 1997 reauthorization of the Individuals with Disabilities Education Act that dropped the term…

This article analyzes the legal requirements and regulations regarding the discipline of students with disabilities found in the Individuals with Disabilities Education Act (Amendments of 1997) as well as policy statements of the Office of Special Education Programs and the results of state-level due-process hearings. Guidelines for school…

This comprehensive manual is intended to assist Ohio school districts with model policies and procedures which, when followed, will ensure compliance with the Individuals with Disabilities Education Act (IDEA) and corresponding federal and state regulations. Each of seven sections focuses on one specific topic. Within each section the applicable…

This Macintosh and PC compatible CD-ROM includes key resources about the Individuals with Disabilities Education Act (IDEA) amendments of 1997. It is designed as a research and training tool for administrators, professors and students in higher education, families, advocates, policy makers, and service providers who strive for quality education…

This report presents an analysis of the results of a survey of State Directors of Special Education on their state mediation systems. It notes requirements under the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) that a mediation process must be available to parents desiring its use in conflict resolution. This report…

This Department of Education Notice of Policy Guidance explains services to students with visual impairments under Part B of the Individuals with Disabilities Education Act as amended in 1997. An editor's note focuses on requirements for providing Braille and orientation/mobility instruction. The notice has sections on application of free…

This policy brief summarizes the literature and identifies responsibilities of state and local policymakers in meeting legal obligations to provide educational services for students with attention deficit hyperactivity disorder (ADHD) under the Individuals with Disabilities Education Act (IDEA). Presented in a general question-and-answer format,…

This article argues that the implementation of the No Child Left Behind Act (NCLB) creates what Sergiovanni et al. (2004) term "turbulent policy demands" which foster ethical dilemmas for principals. It focuses on the impact of the implementation of NCLB on students with disabilities, as it appears that there is discontinuity between the…

This policy analysis examines how states are implementing the substantially changed requirements relating to the distribution of federal IDEA (Individuals with Disabilities Education Act) Part B funds (Sections 611 and 619) as set forth in regulations issued in 1999. Interviews were conducted with nine state education agencies (SEAs) on the effect…

Discussion of high school graduation requirements for students with disabilities focuses on legal and practical issues including graduation standards, minimum competency testing, and termination of services. Recommendations are offered to help school districts establish a process for graduating students with disabilities within the legal framework…

This guide examines the rationale for and the process of conducting a functional behavioral assessment as required under the 1997 amendments to the Individuals with Disabilities Education Act. The guide looks at ways schools and Individualized Education Program (IEP) teams can translate this new public policy into classroom practice by means of a…