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Advocating for Students with Learning and Behavior Challenges: Insights from Teachers Who Are Also Parents
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Haley, Keri; Allsopp, David – Preventing School Failure, 2019
Parents and educators are expected under IDEIA to work together on educational decision-making for students with disabilities. While collegial relationships in this process are intended, partnerships are not always formed because both parties can struggle to understand each other's perspective. Parents may hold their view, while educators may have…
Descriptors: Student Behavior, Behavior Problems, Learning Problems, Advocacy
The Nature of Collaboration between General Education
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Vadala, Joshua P. – ProQuest LLC, 2014
Recent state and federal legislation have changed the manner in which schools educate students with disabilities. The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) have mandated that schools educate students with disabilities within the general education classroom "to the maximum…
Descriptors: General Education, Disabilities, Regular and Special Education Relationship, Special Education Teachers
The Law and the IEP: Establishing and Maintaining High Expectations for Deaf Students with Disabilities
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Fitzpatrick, Michael; Theoharis, Raschelle – Odyssey: New Directions in Deaf Education, 2014
The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) have significant implications for students with and without disabilities. Despite extensive research, journal articles, editorials, media coverage, and litigation, deaf and hard of hearing students with additional disabilities continue to be…
Descriptors: Expectation, Federal Legislation, Deafness, Partial Hearing
Encouraging Meaningful Parent/Educator Collaboration: A Review of Recent Literature
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Hedeen, Timothy; Moses, Philip; Peter, Marshall – Center for Appropriate Dispute Resolution in Special Education (CADRE), 2011
All parents can and should participate meaningfully in their children's education, including those whose children receive special education services. The value of parent participation has been recognized under law since 1975, most recently as the Individuals with Disabilities Education Improvement Act (Coots, 2007). Many scholars and professionals…
Descriptors: Disabilities, Special Education, Cooperation, Parent Participation
Down the Rabbit Hole: A Commentary about Research on Parents and Special Education
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Valle, Jan W. – Learning Disability Quarterly, 2011
This article examines what we know about the experience of parents in the special education system--in particular, parents of children with learning disabilities since the passage of PL-94-142. Toward this end, I offer a review of special education literature about parent and professional collaboration, a rationale for relying upon a plurality of…
Descriptors: Learning Disabilities, Parents, Special Education, Federal Legislation
African American Mothers' and Professionals' Perceptions of Transition to Special Needs Preschool
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Ladner, Jana R. – ProQuest LLC, 2011
The Individuals with Disabilities Education Improvement Act (IDEIA) mandates services from birth through age 21 for children with disabilities and their families (U.S. Department of Education, 2004). Children experience significant transitions between formal parts of special education, including the transition from birth-to-age-three services, to…
Descriptors: Early Intervention, Parenting Styles, Disabilities, Parents