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Direct linkPatrick Kennedy; Brian Gearin; Katherine Bromley; Gina Biancarosa – Society for Research on Educational Effectiveness, 2024
Background: Dyslexia is a specific reading disability characterized by word recognition difficulties that can qualify a student for special education services under the "Individuals with Disabilities Education Act" (IDEA; 2004; Yudin, 2015). As of 2024, 49 US states have legislation defining dyslexia and enumerating for schools…
Descriptors: Elementary School Students, Dyslexia, Test Reliability, Test Validity
Taylor, Matthew S.; Lohmann, Marla J.; Kappel, Alexandria – Journal of Special Education Technology, 2022
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…
Descriptors: Students with Disabilities, Inclusion, Science Instruction, Elementary School Science
Download full textLazarus, Sheryl S.; Hinkle, Andrew R.; Liu, Kristin K.; Thurlow, Martha L. – National Center on Educational Outcomes, 2022
This Brief provides an overview of issues related to the inclusion of students with disabilities and English learners with disabilities in early grade (that is, K-2) assessments and offers strategies for improved practices.
Descriptors: Inclusion, Students with Disabilities, English Language Learners, Primary Education
Bellair, Brian K. – ProQuest LLC, 2017
Parent involvement in education has long been viewed as a pathway to increased student achievement. Although much research exists with regard to this topic, little examines this relationship specifically for students with disabilities in grades 1-5 despite being required by both the No Child Left Behind Act (NCLB) and the Individuals with…
Descriptors: Parent Participation, Reading Achievement, Mathematics Achievement, Disabilities
Donna Boyd Ramsey – ProQuest LLC, 2020
Although Individual Disabilities Education Act of 2004 (IDEA) has mandated states to collect and analyze data to determine if special education disproportionality is occurring within the local education agencies (LEAs), student of color continue to be disproportionately represented in special education programs. Historical trend data revealed that…
Descriptors: Disproportionate Representation, Equal Education, Federal Legislation, Educational Legislation
Response Cards as a Strategy for Increasing Opportunities to Respond: An Examination of the Evidence
Schnorr, Crystalyn I.; Freeman-Green, Shaqwana; Test, David W. – Remedial and Special Education, 2016
This study evaluated the quality of the research and evidence base for using response cards to increase opportunities to respond (OTR) for students with and without disabilities at the elementary level (i.e., kindergarten through Grade 5). Using quality indicator criteria for single-case research, six single-case studies investigating response…
Descriptors: Teaching Methods, Responses, Elementary School Students, Kindergarten
Horton, Melinda – ProQuest LLC, 2013
The 2004 amendment of the Individuals with Disabilities Education Act (IDEA) required major changes for schools in educating students with disabilities. For teachers, this act brought new challenges to the general education classroom. Guided by the conceptual frameworks of Moustakas and Cresswell, this phenomenological study examined the attitudes…
Descriptors: Teacher Attitudes, General Education, Disabilities, Inclusion
