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Direct linkBriggs, Ebony Nicole – ProQuest LLC, 2018
Special education and general education teachers must work collaboratively in a single classroom that serves the diverse needs of all children due to federal regulations such as the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Act of 2004. Evidence-based practices that foster collaboration are scarce. The…
Descriptors: Secondary School Teachers, High Schools, Facilitators (Individuals), Communities of Practice
Perry, Yvonne D. – ProQuest LLC, 2012
The reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 set in motion the movement away from the typical Referral/IQ Discrepancy Model of Exceptional Student Education identification toward the Response to Intervention (RtI) model for the identification of students with reading-related learning disabilities. This…
Descriptors: Response to Intervention, Program Implementation, Preservice Teachers, Teacher Attitudes
Peer reviewedDiliberto, Jennifer A.; Brewer, Denise – TEACHING Exceptional Children, 2012
Individuals with Disabilities Education Improvement Act (IDEIA, 2004) mandates that each student with a disability has an individualized education program (IEP). The IEP serves as the curriculum roadmap for special education services. In order to generate a clear roadmap, full team communication is necessary. The purpose of this paper is to…
Descriptors: Individualized Education Programs, Disabilities, Federal Legislation, Educational Legislation
