The purposes of "Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings" are to: (1) Update previous guidance on serving students with specific learning disabilities (SLD); (2) Provide guidance on the implementation with fidelity of the Response to Intervention (RTI) models as well as the discrepancy…

Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new framework for support in learning taken shape. Choosing Finland as the comparative partner for this policy paper is justified as its educational system has been widely referenced on the basis of…

Students with disabilities are disproportionately represented within the bullying dynamic. However, few studies have investigated the interaction between disability identification and special education services. The current study evaluated bullying involvement (direct victimization, relational victimization, cybervictimization, bullying, fighting,…

The main goal of this study was to gain a better insight into efforts made to provide optimum education to juveniles in young offender institutions and in secure youth care institutions, and into barriers with which educators are confronted in this process. Results show that for a substantial number of juveniles insufficient information is…

Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning), characteristics of their family environments…

Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning), characteristics of their family environments…

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)…

The paper describes an approach to developing systematic procedures for identifying handicapped children that leads to rational decisions regarding placement. An expert system is described which involves the user in a dialogue on data regarding individual children; this dialogue is similar in many ways to a consultation with an expert. After…

Based on an extensive literature search, this paper identifies key actions school administrators may take regarding systems that limit or avoid student referrals for special education services. Findings indicate that referrals may be limited by early intervention strategies and overall improvement of the mainstream educational system. Includes 93…

Changes in academic self-concept were measured by Student's Perception of Ability Scale in 50 learning-disabled students, 18 educable mentally retarded students receiving full-time remedial placement, and 83 regular-class students. Pre-post data collected over 12-month period revealed that full-time placement was accompanied by statistically…

The booklet, one of 16 designed for use in an Open University course on the education of handicapped students in the United Kingdom, focuses on special schooling and referral. Factors affecting service provision, such as geography and external and internal pressures, are considered. Elements of programing for maladjusted students are reviewed, its…