Individuals with Disabilities Education Improvement Act of 2004 and IDEA Regulations of 2006: Implications for Educators, Administrators, and Teacher Trainers

Yell, Mitchell L.; Shriner, James G.; Katsiyannis, Antonis

doi:10.17161/fec.v39i1.6824

Cited by 26 publications

(28 citation statements)

References 9 publications

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“…Compliance measures. Much attention has rightfully been given to state accountability policies under NCLB/ESSA and the unintended consequences associated with high-stakes testing, but this focus largely ignored special education (Elbaum, 2014;Elliot, Erickson, Thurlow, & Shriner, 2000;Yell, Shriner, & Katsiyannis, 2006). The Education for All Handicapped Children Act (EAHCA) of 1975 laid the foundation for IDEA and accountability by guaranteeing the rights of individuals with disabilities to public education and providing federal funding.…”

Section: State Accountability and Special Educationmentioning

confidence: 99%

The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

DeMatthews

Knight

2019

EPAA

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State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.

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Section: State Accountability and Special Educationmentioning

confidence: 99%

The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

DeMatthews

Knight

2019

EPAA

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“…The American Academy of Pediatrics recommends that pediatricians screen all infants and children during routine office visits for developmental problems ( 8 ). In the U.S., the emphasis has shifted to screening for disabilities at a younger age: from birth to 2 years ( 9 ).…”

Section: Introductionmentioning

confidence: 99%

Is the Bayley Scales of Infant and Toddler Developmental Screening Test, Valid and Reliable for Persian Speaking Children?

et al. 2016

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BackgroundAdvances in perinatal and neonatal care have substantially improved the survival of at-risk infants over the past two decades.ObjectivesThe purpose of this study was to assess the reliability and validity of the Bayley Scales of infant and toddler developmental Screening test in Persian-speaking children.MethodsThis was a cross-sectional prospective study of 403 children aged 1 - 42-months. The Bayley scales screening instrument, which consists of five domains (cognitive, receptive, and expressive communication and fine and gross motor items), was used to measure infants’ and toddlers’ development. The psychometric properties examined included the face and content validity of the scale, in addition to cultural and linguistic modifications to the scale and its test-retest and inter-rater reliability.ResultsAn expert team changed some of the test items relating to cultural and linguistic issues. In almost all the age groups, cultural or linguistic changes were made to items in the communication domains. According to Cronbach’s alpha for internal consistency, the reliability of the cognitive scale was r = 0.79, and the reliability of the receptive scale was r = 0.76. The reliability for expressive communication, fine motor, and gross motor scales was r = 0.81, r = 0.80, and r = 0.81, respectively. The construct validity of the tests was confirmed using a factor analysis and comparison of the mean scores of the age groups. The intra- and inter-rater reliabilities of the Bayley Scales were good-to-excellent.ConclusionsThe results indicated that the Bayley Scales had a high level of reliability in the present study. Thus, the scale can be used in a Persian population.

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“…Desde este enfoque, se elaboran modelos interactivos de evaluación e intervención desde las primeras etapas del ciclo vital, centrados en una metodología inclusiva y secuencial, con valor preventivo y compatible con la normalización (Jarque, 2011;Yell, Shriner, Yell, Shriner, y Katsiyannis, 2006 (MECD, 2016;Mullis et al, 2016) Porcentualmente, el estudio informa de que, en el dominio de matemáticas, el 7% de la muestra representativa de los alumnos de cuarto curso de Educación Primaria se sitúa un nivel "Muy bajo", el 26% en un nivel "Bajo", el 40% en un nivel "Intermedio", el 24% en un nivel "Alto" y tan solo un 3% en un nivel "Avanzado". Los alumnos categorizados en el nivel "Muy bajo" no alcanzan habilidades matemáticas básicas tales como sumar y restar números enteros, reconocer las líneas paralelas y perpendiculares, formas geométricas comunes y mapas con coordenadas y/o leer y completar diagramas de barras y tablas básicos, siendo los mencionados estándares las destrezas que caracterizan al 26% categorizado como "Bajo" (MECD, 2016;Mullis et al, 2016).…”

Section: Variaciones En La Terminología: Las Dificultades De Aprendizunclassified

“…Respecto a los factores motivacionales, la investigación en este ámbito es, en comparación con las mencionadas anteriormente, la que ha recibido una menor atención. Así, pese a que algunos estudios indican que factores como la motivación temprana hacia el aprendizaje o las atribuciones son importantes para el desarrollo matemático y las dificultades que en éste puedan producirse, la mayor parte de estos estudios se han centrado en muestras de nivel socioeconómico bajo (Fantuzzo et al, 2004;McDermott et al, 2001;McDermott et al, 2011;McDermott et al, 2014) Murphy et al, 2007;Yell et al, 2006). Consecuentemente, se considera necesario continuar realizando investigaciones desde un enfoque que abarque las dificultades matemáticas desde una perspectiva amplia, preventiva y longitudinal que pueda responder a la realidad de la práctica psicoeducativa.…”

Section: Justificación Y Objetivosunclassified

Un estudio longitudinal de la contribución a las dificultades de aprendizaje de las matemáticas de las funciones ejecutivas, la motivación y las competencias básicas en matemática

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Individuals with Disabilities Education Improvement Act of 2004 and IDEA Regulations of 2006: Implications for Educators, Administrators, and Teacher Trainers

Cited by 26 publications

References 9 publications

The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

Is the Bayley Scales of Infant and Toddler Developmental Screening Test, Valid and Reliable for Persian Speaking Children?

Un estudio longitudinal de la contribución a las dificultades de aprendizaje de las matemáticas de las funciones ejecutivas, la motivación y las competencias básicas en matemática

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