In 2004, the Individuals with Disabilities Education Act outlined specific considerations for students with individual education programs in relation to their needs and application of assistive technology (AT) devices and services used to access school curriculum. Teachers will interact with a variety of assistive technologies during their career…

More than 112,000 Indiana students speak a language other than English at home, and there are over 275 different languages represented in Indiana schools. Of these, over 50,000 students have been formally identified as English learners due to limited proficiency in speaking, listening, reading, and writing academic English. English learners make…

This guide is designed to help advocates--including biological and adoptive parents, resource parents, adult students in foster care, and service providers--understand and advocate for the educational rights of children in New Jersey's foster care system. The guide explains the requirements of federal and state laws that particularly affect these…

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

Designed for special education due process hearing officers in Arizona, this manual is intended to provide a reference system for accessing and understanding state and federal laws, regulations, case-law, and policy with respect to the education of students with disabilities. Sections of the manual include: (1) a glossary of terms and a chart that…

Designed for educators, this guide provides an overview of Section 504 of the Rehabilitation Act of 1973, compares and contrasts Section 504 with the requirements of the federal special education statute of the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act, and discusses how powerful Section 504 is as a…

The article addresses the right of disabled students to participate in physical education and extracurricular activities, particularly as mandated by P.L. 94-142 (Education for All Handicapped Children Act) and P.L. 93-112 (Section 504 of the Rehabilitation Act of 1973). Specific sections of the legislation are cited. (SBH)

This memorandum to school administrators and other program directors in New York State summarizes guidelines regarding the rights of students with disabilities under Section 504 of the Rehabilitation Act of 1973 and its relation to Article 89 of New York's Education Law and the federal Individuals with Disabilities Education Act (IDEA). Specific…

This guide for principals examines legal principles guiding public school administrators in their relations with students. It reviews students' rights and administrators' responsibilities in general and then addresses federal and state statutory mandates that afford additional protections to students with disabilities. The section on students'…

This paper summarizes information concerning the impact of three pieces of federal legislation on the inclusion of students with disabilities in postsecondary programs, especially those supported by the TRIO program. The paper briefly describes major points of the following laws: (1) the Individuals with Disabilities Education Act (IDEA), which is…

This discussion of the discipline of students with disabilities notes rules and limitations that are different from those for the discipline of students without disabilities. Legal considerations in disciplining all students as well as those protected under the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act of…

This document traces the evolution of federal protection of the educational rights of language-minority students, beginning with the enactment of Title VI of the Civil Rights Act of 1964 and the first steps of the (then) Department of Health, Education and Welfare (HEW) to ensure local school district compliance through its Office of Civil Rights…

The document presents state (Texas) Board of Education rules parallel with the relevant federal regulations and state laws concerning requirements for special education services. A detailed table of contents lists state and federal regulations separately and provides access to information concerning the following general areas: clarifications of…

Although Section 19 of the British Education Reform Act is often seen as denying special needs pupils' entitlement to the National Curriculum, this article offers suggestions for more positive applications of the legislation. The article presents a case study, a flow chart illustrating the recommended process, an example of curricular…

This paper calls for emphasis on school-based assessment in England, to ensure that special needs children benefit from England's National Curriculum, there is compatibility between the 1981 and 1988 Education Acts, and potential for conflict between the Warnock model of school-based assessment and Local Management of Schools is reduced.…