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Patrick Rooney; Valerie Williams – Office of Elementary and Secondary Education, US Department of Education, 2023
It is important for educators to collect accurate information on the academic performance of students with the most significant cognitive disabilities who may be assessed with an Alternate Assessment Aligned with Alternate Academic Achievement Standards (AA-AAAS) to inform decisions about resources, programs, instruction, and individualized…
Descriptors: Elementary Secondary Education, Educational Legislation, Federal Legislation, Equal Education
Pauline Westcott – ProQuest LLC, 2024
The Individual with Disabilities Education Act (IDEA) mandates that a transition plan be in place for students with disabilities by the time they turn 16. This plan aims to facilitate the child's movement from high school "to post-school activities, including postsecondary education, vocational education, integrated employment (including…
Descriptors: Educational Legislation, Students with Disabilities, Federal Legislation, Equal Education
Margaret Nikki Heiman – ProQuest LLC, 2024
This mixed methods study on postsecondary outcomes for individuals with disabilities focused on the experiences of young adults with intellectual and developmental disabilities (IDD) and significant disabilities from their perspective. The research questions include understanding their overall quality of life (QOL), the supports, services, and…
Descriptors: Quality of Life, Equal Education, Students with Disabilities, Young Adults
Kennedy-Lizotte, Rie; Sass, Adam; Zlockie, Jeanine – Institute for Community Inclusion, 2018
To meet current federal regulations and provide the opportunity for individuals to receive services in the least restrictive environments, states are focusing on providing day habilitation services in inclusive community environments, rather than traditional congregate facility-based programs. The two main services of day habilitation focus on…
Descriptors: Day Programs, Community Programs, Rehabilitation, Disabilities
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Kristina Rios; Wei-Mo Tu – Exceptionality, 2024
Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student's individualized education program (IEP) program (IDEA, 2004), a bulk of empirical research…
Descriptors: Family Involvement, Special Education, Individualized Education Programs, Parent Attitudes
Lee, Bora – ProQuest LLC, 2019
The purpose of this study was to collect and explore the stories of Korean immigrant parents of young adults with developmental disabilities as they transition to adulthood and how their attitudes and perceptions of disabilities have an impact on their youths' post-school experiences. Qualitative in-depth interviews with five Korean immigrant…
Descriptors: Immigrants, Korean Americans, Parents, Young Adults
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Borders, Christina M.; Meinzen-Derr, Jareen; Wiley, Susan; Bauer, Anne; Embury, Dusty Columbia – Deafness & Education International, 2015
With a high rate of additional learning needs in children with permanent hearing loss, this study sought to understand their educational and support needs. School information on 62 children with varying degrees of hearing loss attending an urban public school during a 5-year period was analysed to understand types and amounts of services over…
Descriptors: Deafness, Disabilities, Hearing Impairments, Allied Health Personnel
PACER Center, 2017
This toolkit was created to make transition planning easier and offers easy-to-understand information about the purpose of transition planning, the goal and importance of age-appropriate assessments, and the required rules that are used by schools. It also includes information on the community partners that can provide youth with supports as…
Descriptors: Transitional Programs, Planning, Disabilities, Guidelines
Ober, Edward M.; Perine, Joseph P. – 1978
The illustrated pamphlet briefly reviews the laws relevant to the obligations of those responsible for educating, habilitating, and employing hearing impaired developmentally disabled persons. Aspects discussed include the Education for All Handicapped Children Act (P.L. 94-142), Sections 503 and 504 of the Rehabilitation Act of 1973, federal…
Descriptors: Affirmative Action, Court Litigation, Developmental Disabilities, Educational Finance