This qualitative study explored the thoughts and perceptions of 16 teachers and their experiences working with special education students. The programming options most often offered by school districts are general education inclusion or a separate resource setting, yet there is a limited amount of research showing actual academic progress to guide…

As schools develop inclusive practices to maximize student placement in their least restrictive environment (Individuals With Disabilities Education Act, 2004), students with problem behavior are increasingly educated in general education settings. As a result, general and special education teachers must be prepared to work with students with…

The purpose of this study is to investigate factors that may influence school administrators' disciplinary decisions involving students with disabilities. Confirmatory factor analysis suggests that the investigator-developed measures adequately represent the hypothesized latent factors per the pattern of observed responses. The hypothesized…

This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and…

This article examines the increase in segregated placements in the New South Wales government school sector. Using disaggregated enrolment data, it points to the growing over-representation of boys in special schools and classes, particularly those of a certain age in certain support categories. In the discussion that follows, the authors question…

Alternative school settings for students who are identified as "disruptive or dangerous" are playing an increasingly prominent role in the world of public education, yet many gaps in the research literature are abound. This dissertation study is an effort to contribute to an understanding of the students placed in these alternative schools,…

This is the 36th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2014. Section 664(d) of the "Individuals with Disabilities Education Act" ("IDEA") (P.L. 108-446), as reauthorized in 2004, requires that the Department of Education report annually on the progress…

This is the 33rd Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2011. Section 664(d) of the "Individuals with Disabilities Education Act" ("IDEA"), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the…

This is the 32nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2010. Section 664(d) of the Individuals with Disabilities Education Act (IDEA) (P.L. 108-446), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free…

The 34th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2012 describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities; (2) ensuring that the rights of children with disabilities and their parents are protected;…

The 35th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2013 describes the nation's progress in (1) providing a free appropriate public education (FAPE) for all children with disabilities, (2) ensuring that the rights of children with disabilities and their parents are protected, (3)…

Points out that for mainstreaming to work, it requires much effort on the part of the business teacher, the handicapped students, and the students. Discusses physical and emotional barriers and gives suggestions to ease the situation. (JOW)

Although disabled students in two major cases have won inclusionary placement in regular classes, numerous other "full inclusion" cases recently were decided in school districts' favor. This article provides a recent illustrative case (a disruptive student with ADHD and Tourette Syndrome) and a question/answer discussion about…

Under provisions of the 1997 Individuals with Disabilities Education Act Amendments, school officials may change a disruptive student's placement before the situation escalates and requires disciplinary measures. IDEA's purpose is to address students' disabilities, including those causing them to misbehave. Also, disabled students may be suspended…

Reviews the 1997 amendments to the Individuals with Disabilities Education Act relating to short-term and long-term suspension. New protections for students with disabilities and the new tools for administrators to be used in addressing behaviors are discussed, including placement of students with disabilities in interim alternative-educational…