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Special Education

This section examines several key issues involved in special education services as mandated under the Individuals with Disabilities Education Act (IDEA), amended in 2004. For information on recent changes to the law, check our featured section on IDEA 2004. Be sure to also learn about the laws and regulations that govern special education in your state.

There are 94 articles in this section.

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Highlights of Key Provisions and Important Changes in the Final Regulations for IDEA 2004

Schools in Which All Kinds of Minds Can Grow

As we discover more about how students learn and how different minds learn differently, our schools have a golden opportunity to increase the percentage of their students who experience true academic success.

IDEA 2004 Summary

Knowing Your Child's Rights

Mediation Opens Door to Amicable Dispute Resolution

Parents’ Rights To Information About Professionals Who Work With Their Children Under IDEA

No Child Left Behind: Determining Appropriate Assessment Accommodations for Students with Disabilities

Assessment accommodations help people with learning disabilities display their skills accurately on examinations. Teachers, learn how to test the true knowledge of your students. Don't test their ability to write quickly if you want to see their science skills! Parents, these pointers will help you assure that your children are tested fairly.

Understanding Assessment Options for IDEA-eligible Students

The No Child Left Behind law requires each school test students in Reading/Language Arts & Math each year in grades 3-8, and at least once more in grades 10-12. In some cases, children eligible for Individuals with Disabilities Education Act (IDEA) services may be able to access testing accommodations or even alternate tests, but parents need to fully understand the implications and potential consequences of participation in the various testing options.

No Child Left Behind: Making the Most of Options for IDEA-eligible Students

If a Title I school repeatedly underperforms, federal law provides opportunities for students to change schools or obtain additional instructional support. This parent advocacy brief looks at the information parents of students with disabilities need to know and understand in order to maximize these options.

Responsiveness to Intervention and Learning Disabilities

The purpose of this National Joint Committee on Learning Disabilities (NJCLD) report is to examine the concepts, potential benefits, practical issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). A brief overview of the approach is provided, including attributes, characteristics, and promising features, as well as issues, concerns, unanswered questions, and research needs.

Social Skill Autopsies: A Strategy to Promote and Develop Social Competencies

Rick Lavoie teaches the social skill autopsy- a strategy to help your child or student learn from their social errors. Turn those embarrassing incidents into teachable moments- and help the person with a learning disability to correct their mistakes and not repeat them. If you are a person with a learning disability, consider sending this article to a trusted mentor or friend.

Attention Foster Parents: Let’s Work Together!

Foster parents know all too well the many needs of the youth for whom they provide care that include academic services associated with special education. The reality is not a surprise given the literature reports at least 50% of youth in foster care require intense academic and behavioral interventions at school. What should foster parents do?

Why Special Education Teachers Should Care About Foster Care

The United States Department of Health and Human Services reported that an estimated 528,000 youth reside in foster care. Thus, it is imperative that child welfare accounts for the important voice of special education teachers in the lives of foster children it serves.

Learning Disabilities and the Arts

Art can help children with learning disabilities become better learners and improve their self-confidence. Find out how arts help children improve in their area of disability and develop academic skills.

Seven Habits of Highly Effective IEP Teams

Your Child's IEP: Practical and Legal Guidance for Parents

Retroactive Policy Decisions Cannot Discriminate Against Students with Disabilities

IDEA Decisions - 2003

The Identification of Students Who are Gifted

This digest discusses the identification of students who are gifted, the difficulties in the identification process, appropriate identification practices, and procedures that can help with identification.

Protecting Students with Disabilities: Frequently Asked Questions About Section 504 and the Education of Children with Disabilities

The Chicago Office of the Office for Civil Rights developed these materials in response to numerous requests from educators, parents and advocates in Wisconsin to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended, in the area of elementary and secondary education.

The President's Commission on Excellence in Special Education: Implications for the Special Education Practitioner

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