Implementation of the Individuals with Disabilities Education Act: Section 618. Nineteenth Annual Report to Congress.

Institution	Department of Education, Washington, DC.
Titel	Implementation of the Individuals with Disabilities Education Act: Section 618. Nineteenth Annual Report to Congress.
Quelle	(1997), (619 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Recht; Quantitative Daten; Access to Education; Attention Deficit Disorders; Compliance (Legal); Conflict Resolution; Disabilities; Disproportionate Representation; Educational Assessment; Educational Legislation; Educational Technology; Elementary Secondary Education; Federal Legislation; Hyperactivity; Inclusive Schools; Infants; Instructional Design; Intervention; Minority Groups; Outcomes of Education; Preschool Education; Special Education; Student Characteristics; Student Placement; Toddlers + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Conflict solving; Konfliktlösung; Konfliktregelung; Handicap; Behinderung; assessment; Bewertungssystem; Bildungsrecht; Schulgesetz; Unterrichtsmedien; Bundesrecht; Hyperaktivität; Inclusive school; Integrative Schule; Infant; Toddler; Toddlers; Kleinkind; Lesson concept; Lessonplan; Unterrichtsentwurf; Ethnische Minderheit; Lernleistung; Schulerfolg; Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum; Infants
Abstract	The 19th annual report to Congress on the implementation of the Individuals with Disabilities Education Act (IDEA) is organized around a model which views educational results as products of three sets of factors: the context and environment in which the education is provided, student characteristics, and school programs and services. Section 1, on context/environmental factors discusses five factors: (1) general education reform, (2) poverty among children: The impact on special education, (3) the cost of special education, (4) social problems such as drug abuse and violence in schools, and (5) the disproportionate representation of racial minority students in special education. Section 2, on student characteristics, focuses on four groups of students: infants and toddlers with disabilities served under IDEA, Part H; children served under the IDEA, Part B Preschool Grants Program; other students served under IDEA, Part B; and students with attention deficit/hyperactivity disorder. Section 3, on school programs and services has seven modules on: (1) the continuum of placements (from regular classes to residential facilities); (2) inclusion of students with disabilities in statewide assessments; (3) developing a partnership between families and professionals; (4) the continuum of options in dispute resolution; (5) monitoring compliance with IDEA; (6) advances in teaching and instructional design; and (7) advances in technology for special education. A fourth section, on student results, contains two modules, the first module highlights the Part H Longitudinal Study, and the second module reports on secondary completion rates for students served under IDEA. Extensive appendices provide data tables (child count, educational environments, personnel data, exiting data, population and enrollment data, financial data, and early intervention); summaries of state agency/federal evaluation studies; profiles of the program agenda; activities of the regional resource centers; and summaries of activities and results of the state transition grants. (Individual sections contain references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC