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Laura Kern; Heather Peshak George; Lauren L. Evanovich; Jennifer M. Hodnett; Jennifer Freeman – Exceptional Children, 2024
Restraint and seclusion (R/S) are practices employed by schools to address severe student behavior. Although the use of R/S has been shown to have harmful impact for students, staff, and schools, there is no federal law that addresses its use in schools. A lack of a universal approach leaves each state to determine its own legislation and policy.…
Descriptors: Educational Policy, Educational Legislation, Discipline, Punishment
Dosun Ko; Dian Mawene; Yehyang Lee; Sumin Lim; Jahyun Yoo – Exceptional Children, 2025
In the U.S. education system, students of color experience multiple forms of marginalization at the intersection of markers of difference. These injustices manifest in multiple forms, such as higher rates of inappropriate referrals to special education, misidentification, conferring stigmatizing labels, and subsequently placing students of color…
Descriptors: Educational Policy, Policy Analysis, Equal Education, Racism
Sullivan, Amanda L.; Osher, Daniel – Exceptional Children, 2019
Disproportionality research has been subject to multiple reviews, but there has been less critical examination of the policy dimension of this enduring educational problem. Given the relevance of federal policies, and interpretations thereof, to educators' and scholars' conceptualization of disproportionality and schools' resultant policies and…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
Gilmour, Allison F.; Fuchs, Douglas; Wehby, Joseph H. – Exceptional Children, 2019
Federal policies have aimed to improve access to grade-level curriculum for students with disabilities (SWD). Current conceptualizations of access posit that it is evidenced by students' academic outcomes. In a meta-analysis of 180 effect sizes from 23 studies, we examined access as outcomes by estimating the size of the gap in reading achievement…
Descriptors: Students with Disabilities, Achievement Gap, Reading Achievement, Accessibility (for Disabled)
Ferretti, Ralph P.; Eisenman, Laura T. – Exceptional Children, 2010
Federal policies intended to promote educational equity, especially through state accountability mechanisms, have mobilized efforts to improve outcomes for students with disabilities. Although these efforts have met with some success, achievement gaps remain. The authors argue that local cultures of teaching practices and decision making continue…
Descriptors: Equal Education, Academic Achievement, Disabilities, Cultural Influences
Steinbrecher, Trisha D.; McKeown, Debra; Walther-Thomas, Chriss – Exceptional Children, 2013
Previous researchers have found that special education teacher shortages are pervasive and exacerbated by federal policies regarding "highly qualified" teacher requirements. The authors examined special education teacher personnel data from 2 federal data sources to determine if these sources offer a reliable and valid means of…
Descriptors: Special Education, Special Education Teachers, Federal Legislation, Validity
Artiles, Alfredo J.; Kozleski, Elizabeth B.; Trent, Stanley C.; Osher, David; Ortiz, Alba – Exceptional Children, 2010
Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and…
Descriptors: Disproportionate Representation, Special Education, Minority Group Children, Educational Policy

Hocutt, Anne M.; And Others – Exceptional Children, 1993
This special issue introduction identifies major issues in educating students with attention deficit disorder, including the definition of attention deficit disorder, congressional actions, and Department of Education actions. It also previews articles in the special issue and considers the leadership role of the federal Office of Special…
Descriptors: Attention Deficit Disorders, Definitions, Educational Legislation, Educational Needs

Exceptional Children, 1993
This article briefly explains the position of the Council for Exceptional Children in opposing the addition of attention deficit disorder under the Individuals with Disabilities Education Act. A clarifying joint memorandum issued by three Department of Education agencies is summarized. (DB)
Descriptors: Attention Deficit Disorders, Definitions, Educational Legislation, Educational Policy

Hebbeler, Kathleen M.; And Others – Exceptional Children, 1991
This paper reviews the evolution and the accomplishments of federal education policy in early childhood for children with disabilities. The review covers the period from 1968 to 1990, including the development of the Handicapped Children's Early Education Program, the Early Childhood Research Institutes, and Part H of Public Law 99-457.…
Descriptors: Disabilities, Early Childhood Education, Educational History, Educational Legislation

Dunst, Carl J.; And Others – Exceptional Children, 1991
This analysis of federal laws, state-level policies, and providers' and consumers' viewpoints examines the degree to which family-oriented early intervention policies and practices are family centered. Results indicate a movement toward adoption of family-centered policies and practices, but show discrepancies between state-level policymakers and…
Descriptors: Attitudes, Disabilities, Early Intervention, Educational Legislation

Algozzine, Bob – Exceptional Children, 1991
In response to the Tenth Annual Report (EC 210 334) and field reactions (EC 221 136-138), these articles address the need for simplified reporting, more analysis and less summary, and the development of a set of indicators to measure the health of special education. (DB)
Descriptors: Compliance (Legal), Data Analysis, Disabilities, Educational Legislation

Hasazi, Susan Brody; And Others – Exceptional Children, 1994
This qualitative policy study of 6 states and 12 school districts identified 6 factors that influenced implementation of least restrictive environment provisions of the Individuals with Disabilities Education Act. Factors included financing, the state-local context, organization, advocacy, implementors, and knowledge and values. The study…
Descriptors: Compliance (Legal), Disabilities, Educational Legislation, Educational Policy

Wang, Margaret C.; Reynolds, Maynard C. – Exceptional Children, 1985
A brief review of the major recommendations of the National Academy of Sciences Panel on Selection and Placement of Students in Programs for the Mentally Retarded and a discussion of implications for current policy and funding practice in special education are provided. (Author/CL)
Descriptors: Educational Policy, Elementary Secondary Education, Federal Legislation, Mental Retardation

Higgins, Scottie; Barresi, Josephine – Exceptional Children, 1979
The article demonstrates and describes a shift in both locus and focus of policy development in special education, by means of examples of recent public policy developments. (Author/DLS)
Descriptors: Educational Policy, Federal Legislation, Handicapped Children, Public Policy
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