The Individuals with Disabilities Education Act: A Comparison of State Eligibility Criteria. CRS Report R46566, Version 5

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Dragoo, Kyrie E.; Lomax, Erin
Institution	Library of Congress, Congressional Research Service (CRS)
Titel	The Individuals with Disabilities Education Act: A Comparison of State Eligibility Criteria. CRS Report R46566, Version 5
Quelle	(2020), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Eligibility; Comparative Analysis; Equal Education; Educational Legislation; Students with Disabilities; Federal Legislation; State Aid; State Policy; State Surveys; Definitions; Evaluation Criteria; Severity (of Disability); Identification; Preschool Children; Kindergarten; Elementary Secondary Education; Classification; Learning Disabilities; Hearing Impairments; Visual Impairments; Language Impairments; Speech Impairments; Intellectual Disability; Autism; Pervasive Developmental Disorders; Developmental Delays; Physical Disabilities; Emotional Disturbances; Brain; Injuries + Suchen Sie Ihr Suchwort? Eignung; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Begriffsbestimmung; Schweregrad; Identifikation; Identifizierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Classification system; Klassifikation; Klassifikationssystem; Learning handicap; Lernbehinderung; Hearing impairment; Hörbehinderung; Visual handicap; Sehbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language handicps; Language impairments; Intellect; Verstand; Autismus; Entwicklungsverzögerung; Physical handicap; Körperbehinderung; Gefühlsstörung; Gehirn
Abstract	The Individuals with Disabilities Education Act (IDEA; P.L. 108-446) is the primary source of federal funding to states for the identification and education of children with disabilities. The majority of IDEA appropriations are allocated to states by formula to carry out activities under Part B, which covers 14 disability categories. Each state is responsible for ensuring that children with disabilities are found and evaluated. States must submit a plan to the Secretary of Education (the Secretary) that provides assurances that the state has policies in place to meet certain conditions. This report seeks to document the variability in state definitions of eligibility criteria in IDEA disability categories. The Congressional Research Service (CRS) conducted a survey of state regulations and other state department of education documents to identify operational definitions of eligibility criteria for each of the IDEA disability categories. CRS identified 15 states that have operational definitions of eligibility criteria with similar levels of detail for most of the disability categories. For these 15 states, CRS compared and contrasted state operational definitions of eligibility criteria to evaluate the size and scope of the variability. The survey results are grouped into three broad categories for analysis: (1) low-incidence disabilities; (2) medium-incidence disabilities; and (3) high-incidence disabilities. The results indicate there is uneven variability in state operational definitions of eligibility criteria for disabilities in terms of specificity, severity, method of identification, and timeline for identification. Eligibility criteria for low-incidence disabilities tend to be less variable than eligibility criteria for high-incidence disabilities. The greater variability in eligibility criteria for high-incidence disabilities may be reflective of ongoing debate surrounding the identification of these disabilities, most notably in the "specific learning disabilities" category. (ERIC).
Anmerkungen	Congressional Research Service. Web site: https://crsreports.congress.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01