ADHD refers to a diagnostic category applied to children exhibiting inattention, impulsivity, and hyperactivity. Approximately 1.2 to 2 million children are currently diagnosed with ADHD, making ADHD is considered to be the most common child psychiatric diagnosis in the United States. Public schools are constantly faced with the…

Disproportionality research has been subject to multiple reviews, but there has been less critical examination of the policy dimension of this enduring educational problem. Given the relevance of federal policies, and interpretations thereof, to educators' and scholars' conceptualization of disproportionality and schools' resultant policies and…

For many years, students with disabilities were educated in separate facilities on separate campuses from their same aged peers. With the original passing of what we now call the Individuals with Disabilities Education Act, these students were, and still are, required to be educated in the least restricted environment. Students with disabilities…

Germany's education system is continually evolving and advancing, especially within special education. The country's history and the laws that have been implemented significantly shape special education as we know it today, yet unresolved issues persist in this field. One notable challenge is the divide between mainstream and special education,…

The adult outcomes of youth with disabilities continue to lag behind those of their peers without disabilities, especially for youth living in rural communities. Interdisciplinary teaming is identified as an important component of effective transition planning. Transition planning and collaborative teaming are challenged further in rural…

Although the Individuals With Disabilities Education Improvement Act (IDEA) mandates parent participation in their children's education programs, the implementation of IDEA results in parent effort beyond participation, specifically, an expectation of advocacy. To date, research on the advocacy expectation is mixed, with some parents perceiving…

The audit objective for this report was to determine whether the Ohio Department of Education (Ohio Education) and selected Ohio local educational agencies (LEAs) have sufficient internal controls to ensure that individualized education programs (IEPs) are developed in accordance with Federal and State requirements for children with disabilities…

Chronic health conditions (CHCs) impact approximately 20% of youth under the age of 18 years. Youth with CHCs are at a greater risk for poor outcomes across domains of development including behavioral, academic, cognitive, physical, and social-emotional than peers without CHCs. Advances in medical treatments make it possible for youth with CHCs to…

The Individuals with Disabilities Education Act (IDEA) in 2004 outlined a series of mandates for special education teachers. Specifically, they must develop activities that promote skills to help their students become successful in adulthood. These activities became an additional requirement that needed to be navigated by special education staff,…

This report presents the findings of a survey of states that examined the policies, practices, and procedures State Education Agencies (SEAs) used to monitor IEPs for participation decision making in alternate assessments based on alternate academic achievement standards (AA-AAAS). It is imperative that only students with the most significant…

The challenges associated with educating students with disabilities in charter schools in Connecticut are symptoms of two broader issues--the state's inequitable public education funding system and problematic ambiguity in the state charter law. Fundamental changes to the state education funding system are required to better position urban…

In response to requirements of the federal Individuals with Disabilities Education Act (IDEA), Maine enacted a rule requiring all schools to have a multi-tiered system of supports (MTSS) in place by 2012 for a general education, pre-referral system of student support. The purpose of this system, generally termed Response to Intervention (RtI) by…

This article describes the Division of Career Development and Transition's (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and…

Nationally, as well as in Kentucky, the growing challenges and responsibilities faced by Directors of Special Education (e.g., DoSEs) and early childhood coordinators are daunting (Bellamy & Iwaszuk, 2017). The need to deliver high quality services to infants, toddlers, and youth with disabilities places a premium on highly skilled local…

This Practice Brief was developed as a result of the roundtable dialogue that occurred at the 2019 Positive Behavioral Interventions and Supports (PBIS) Leadership Forum in Chicago, Illinois, and is not intended to provide comprehensive legal guidance. Districts/schools should consult with their district's legal resources for deciding on legal…