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Education Publications
Fact
Sheets
General
- Back
to School 2004: Take Time to Talk with your Child
- Understanding
IDEA (The Individuals with Disabilities Education
Act)
- An online fact sheet from OSERS for school
districts and parents about how the reauthorized Individuals
with Disabilities Education Act (IDEA) provides for
students with disabilities enrolled by their parents in
private elementary schools and secondary schools.
Autism
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This Brief Policy Analysis from the National Association
of State Directors of Special Education describes five
different states approaches for their autism endorsements.
Information was collected via interviews. Findings include
background information, the nature of autism endorsements,
coursework and practicum requirements, personnel preparation
programs, additional autism-specific credentials, outcomes,
barriers, and challenges and benefits.
Eligibility,
IEP's and Placement
- Comparison
of H.R. 1350 (Individuals with Disabilities Education
Improvement Act of 2004) and IDEA ‘97
This comparison was prepared by Jess
Butler for The Council of Parent Attorneys and Advocates
(COPAA). Additions are marked with underlining and italics.
Deletions are marked with strike throughs. The document
is offered in one complete PDF file of 190 pages or in
8 sections as indicated below. Permission to copy the
document is granted provided that it is unedited and attributed
to COPAA.
- The University of Tennessee has developed
a table to help show the comparison of the Individuals
with Disabilities Education Act (IDEA ‘04), Section
504 of the Rehabilitation Act (Section 504), The Americans
with Disabilities Act (ADA), and The Elementary and Secondary
Education Act (also known as No Child Left Behind Act
of 2001 – NCLB ‘01). These laws can be quite
confusing but this table is color coded and laid out in
an easy to read comparison format.
- How
will IEPs change under IDEA 2004?
In IDEA 2004, Congress added new language that parents,
educators, advocates, and attorneys can use to help ensure
that children with disabilities receive research-based
instruction and are taught by highly qualified teachers.
Developed by: The Special Ed Advocate
- Who
is protected under Section 504, but not under IDEA?
Section 504 is a civil rights law and ensures that the
child with a disability has equal access to an education.
The child may receive accommodations and modifications.
Early Childhood
The fact sheet, produced by the Association of State and
Territorial Health Officials, presents information on
the role of childcare for families, national and federal
health and safety in child care initiatives, and examples
of ways state public health agencies can pursue early
childhood development initiatives.
- Making
Children Healthy and Ready to Learn by the Association
of Maternal and Child Health Program (AMCHP)
- Making
Day Care a Good Experience by the American Academy
of Child & Adolescent Psychiatry
Learning Disabilities
- Learning Disabilities: What Parents Need to
Know
This new brochure developed by the AAP, assists
parents in understanding and recognizing the early warning
signs of learning disabilities; describes common learning
disabilities; gives options for finding assistance for
children who may have a learning disability; and lists
resources for additional information. To order, click
here or call AAP Customer Service at 866/THE-AAP1
(866/843-2271)
Policy Statements
Reports/Documents
Early Childhood Education
- Early
Childhood Development in Social Context: A Chartbook
contains more than 30 indicators on how young children
up to age six are faring on key markers of intellectual,
social and emotional development, and health practices
for children along with the social factors in the family
and neighborhood that affect children readiness upon school
entry.
- Developmental
Services in Primary Care for Low-Income Children: Clinicians'
Perceptions of the Healthy Steps for Young Children Program
Journal of Urban Health 81(2):206-221.
Difficulties with providing quality primary health care
for low-income Americans have been well documented. Few
studies have addressed the challenges faced by pediatric
clinicians serving low-income families or whether practice-based
interventions improve clinicians' ability to provide quality
preventive health services. We investigated if, over time,
the Healthy Steps for Young Children program affected
the practices and perceptions of clinicians in pediatric
primary care practices serving low-income families compared
to practices serving more affluent families.
- Indicators
of Early School Success and Child Well-Being, a new
CrossCurrents data brief from the Child Trends DataBank,
examines indicators of well-being and development among
children entering kindergarten and describes changes in
these indicators as children move from kindergarten to
first grade.
- Integrating
Measures of Early Childhood Health and Development into
State Title V Maternal and Child Health Services Block
Grant Plans.
The brief provides information about opportunities for
collaboration with state MCH programs for policy makers,
program managers, and providers concerned with early childhood
health and development.
- STATE
DEVELOPMENTS in Child Care, Early Education, and School-Age
Care
Children’s Defense Fund 2001
The reauthorization of the Child Care and Development
Block Grant in 2002 offers an important opportunity to
help states meet the child care needs of their families
and children. Research shows that as states have increasingly
recognized that child care is critical to helping families
work and children to succeed in school, investments in
child care assistance have grown.
-
Making Investments in Young Children: What the Research
on Early Care and Education Tells Us
National Association of Child Advocates, December 2000
This issue brief discusses the most recent and reliable
research on early care and education (ECE) and its implications
for policy making.
-
United States Government and Accountability Office, September
2004.
This work focused on four states that have expanded their
preschool programs to serve more children. In these states,
GAO addressed (1) how prekindergarten programs were designed
and funded, (2) the potential implications of these program
features for children’s participation and other
programs that serve four year-olds, and (3) the outcome
data that have been collected on participating children
and families. To gather this information, GAO conducted
site visits in four states—Georgia, New Jersey,
New York, and Oklahoma.
Individual with Disabilities
Act (IDEA)
- Want or need to know more about assessing
students with disabilities? Teaching them? If so, you
may be interested in the tool kit available online at
the Office of Special Education Programs (OSEP), U.S.
Department of Education. The Tool Kit brings together
the most current and accurate information, including research
briefs and resources designed to improve instruction,
assessment, and accountability for students with disabilities.
The Tool Kit is intended to assist state personnel, schools,
and families in their efforts to ensure that all students
with disabilities receive a quality education. Find the
Tool Kit online at:
www.osepideasthatwork.org/toolkit/index.asp
- This report summarizes the National Center on
Educational Outcomes tenth survey of state directors of
special education. It offers a snapshot of the new initiatives,
trends, accomplishments, and emerging issues as states
document the academic achievement of students with disabilities
during standards-based reform. To learn more, go to: http://education.umn.edu/nceo/OnlinePubs/2005StateReport.htm
- Including
Ashley - Washington Post; November 9, 2003
She can't speak, read or write. But Ashley Meissner is
sitting in a regular classroom with regular third-graders.
Should other severely disabled children be there, too?
No Child Left Behind
-
The first brief "The ABC's of AYP" explains
in plain language how the law works. The second brief
"Questions to Ask About NCLB" lists the information
the public is entitled to under NCLB.
- The U.S. Department of Education has issued
guidance to further clarify the roles of states and districts
in implementing supplemental educational services under
the No Child Left Behind Act. The document, Supplemental
Educational Services Non-Regulatory Guidance, features
ideas for connecting parents to supplemental education
services providers, who offer free tutoring and other
academic enrichment activities to qualified students whose
schools are not meeting their yearly progress goals.
Last Updated
August 21, 2008
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