The Implementation of Results-Driven Accountability: A Systemic Approach to Large-Scale Initiatives

Regular Education ◽

Large Scale ◽

Implementation Process ◽

Education Outcomes ◽

Education Act ◽

Science Framework

The Individuals with Disabilities Education Act has undergone revisions roughly every 5 years since inception. Despite these modifications, the academic and social outcomes for students with disabilities lag behind those of their regular education peers. Results-Driven Accountability (RDA) was initiated to improve special education outcomes and efficacy. This case study examined the implementation science framework used for RDA. The results surfaced successes and concerns with the implementation process and illuminated barriers unrelated to the RDA initiative but critical for implementation and scaling. The findings from this study may contribute to identifying best practices in large-scale systemic initiatives.

Federal Leadership Perspectives on the Early Years of Special Education

The Journal of Special Education ◽

10.1177/00224669211028591 ◽

2021 ◽

pp. 002246692110285

Author(s):

Zorka Karanxha ◽

Jeannie Kleinhammer-Tramill ◽

Alta Joy Broughton

Keyword(s):

Special Education ◽

Department Of Education ◽

Early Years ◽

Theory Of Change ◽

The Past ◽

Time Period ◽

Education Act

This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of Office of Special Education and Rehabilitation Services (OSERS) and Directors of Office of Special Education Programs (OSEP), or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. The perspectives cover the time-period since the passage of the Education of the Handicapped Act of 1975 to amendments of Individuals with Disabilities Education Act (IDEA) in 1997 and the end of the Clinton administration in 2001. The participants detailed their (a) Career and appointment, (b) vision for educating students with disabilities, (c) theory of change, (d) politics and financial constraints, (e) advocacy, and (f) views of the past, present, and future.

Under the Law

Phi Delta Kappan ◽

10.1177/0031721718808270 ◽

2018 ◽

Vol 100 (3) ◽

pp. 66-67

Author(s):

Julie Underwood

Keyword(s):

Grade Level ◽

Regular Education ◽

Least Restrictive Environment ◽

Academic Progress ◽

Department Of Education ◽

Education Act ◽

Restrictive Environment ◽

Circuit Courts

The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities be educated in the least restrictive environment, meaning the environment that is as close as possible to that of a regular education classroom. However, the nation’s various circuit courts have used different standards to determine whether a particular placement meets this requirement. Julie Underwood summarizes a recent Sixth Circuit case, L.H. v. Hamilton County Department of Education, in which the court ruled that it was inappropriate for a district to remove a child with Down syndrome from a regular classroom, where he was making academic progress but not achieving the grade-level standard.

Implementation aspects of agile methods in large organizations

e-mentor ◽

10.15219/em90.1523 ◽

2021 ◽

Vol 90 (3) ◽

pp. 64-72

Author(s):

Robert Pawlak ◽

Keyword(s):

Best Practices ◽

Large Scale ◽

Success Factors ◽

Implementation Process ◽

Business Practice ◽

Organization Culture ◽

Agile Methods ◽

Implementation Challenges ◽

Depth Analysis ◽

Implementation Aspects

The aim of this article is to analyze the challenges and success factors on organizations’ path to agile transformation, as frequently discussed in the literature and encountered in business practice. The research conducted proved that large-scale agile transformations require a dedicated approach with set of tools and best practices in place. The implementation challenges and barriers have been categorized into method-, organization-, culture- and technology-oriented groups. As a result of an in-depth analysis carried on for the purpose of this paper, a dedicated methodology of agile transformation has been proposed to ease the implementation process.

Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽

10.1352/2326-6988.5.2.83 ◽

2017 ◽

Vol 5 (2) ◽

pp. 83-93 ◽

Cited By ~ 5

Author(s):

Mary E. Morningstar ◽

Jennifer A. Kurth

Keyword(s):

General Education ◽

Past Research ◽

Support Needs ◽

Educational Placement ◽

General Education Curriculum ◽

Policies And Procedures ◽

Education Act ◽

Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

Handbook of Research on Classroom Diversity and Inclusive Education Practice - Advances in Educational Technologies and Instructional Design ◽

The Foundation of Inclusion in Federal Legislation and Litigation

10.4018/978-1-5225-2520-2.ch002 ◽

2017 ◽

pp. 27-52 ◽

Cited By ~ 2

Author(s):

Mitchell L. Yell ◽

Christine A. Christle

Keyword(s):

Least Restrictive Environment ◽

Team Members ◽

Student Placement ◽

Placement Decisions ◽

Federal Mandate ◽

Education Act ◽

Restrictive Environment ◽

Historical Antecedents

The foundation of inclusion in special education law is the least restrictive environment (LRE) mandate of the Individuals with Disabilities Education Act. This federal mandate requires that all students with disabilities receive their education with students without disabilities to the maximum extent appropriate. Our purpose in this chapter is to examine the legal basis of inclusion. We first review the historical antecedents of inclusion. Second, we examine the LRE mandate and the student placement requirements of the IDEA. Third, we survey the most important case law rulings regarding LRE and the placement of students with disabilities. Fourth, we consider strategies that have been used to promote inclusive placements and briefly review the literature on these strategies. We end this chapter by offering principles to guide IEP team members in making educationally beneficial and legally correct placement decisions for students with disabilities.

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

The Fight Within: Parent-Educators Advocating for their Children with Autism Inside their Own School Districts

10.1177/0888406419861964 ◽

2019 ◽

Vol 43 (2) ◽

pp. 162-177

Author(s):

Keri C. Fogle ◽

David Hoppey ◽

David H. Allsopp

Keyword(s):

Special Education ◽

Children With Autism ◽

Special Education Services ◽

School Partnerships ◽

Study Approach ◽

Educational Rights ◽

Education Act ◽

Parent Educators

Parents have advocated for the educational rights of their children with disabilities for decades, and more so since the reauthorization of the Individuals With Disabilities Education Act (IDEA). Advocating for one’s child while working as an employee in the same school district where your child receives special education services comes with unforeseen complexities. Using a heuristic case study approach, this inquiry intended to discern the experiences, barriers, and perceptions of job security of two parent-educators with children with autism. Findings suggest unanticipated experiences and challenges within their dual, parent-educator role as indicated by the theory of responsible advocacy. Perceived employment consequences related to advocating from within the school system are also discussed along with implications for such parent-educators and their role in improving parent–school partnerships in special education.

Meaningful Connections: Making Inclusion Work

General Music Today ◽

10.1177/1048371318809969 ◽

2018 ◽

Vol 32 (2) ◽

pp. 31-33 ◽

Cited By ~ 2

Author(s):

Ellary A. Draper

Keyword(s):

Neighborhood Schools ◽

Individuals With Disabilities ◽

Inclusive Schools ◽

Restricted Environment ◽

Least Restricted Environment ◽

Education Act ◽

Meaningful Connections

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 who had previously been separated were brought into their neighborhood schools. As we continue to see more and more students with disabilities in inclusive schools and classrooms, it is important that we work together and collaborate with other teachers and therapists in our schools to provide the best education to these students.

Bullying and Harassment of Students With Disabilities in Schools

Remedial and Special Education ◽

10.1177/0741932515614967 ◽

2016 ◽

Vol 37 (5) ◽

pp. 274-284 ◽

Cited By ~ 7

Author(s):

Mitchell L. Yell ◽

Antonis Katsiyannis ◽

Chad A. Rose ◽

David E. Houchins

Keyword(s):

School District ◽

Civil Rights ◽

School Personnel ◽

Efficient Manner ◽

Legal Risks ◽

Peer Bullying ◽

Education Act ◽

State Educational

Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities.

Perspectives on the Future of IDEA

Journal of the Association for Persons with Severe Handicaps ◽

10.1177/154079699702200201 ◽

1997 ◽

Vol 22 (2) ◽

pp. 61-76 ◽

Cited By ~ 7

Author(s):

Michael L. Hardman ◽

John McDonnell ◽

Marshall Welch

Keyword(s):

Special Education ◽

Public Education ◽

Individualized Education Program ◽

Federal Law ◽

Individualized Education ◽

Education Act ◽

Definition Of ◽

Restrictive Environment

Since its original passage in 1975 as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education. During the past 2 years, the 104th Congress has debated vigorously some of the law's basic tenets (e.g., definition of disability, content of the individualized education plan [IEP], parental rights to attorneys, fees, discipline, and placement). The basic requirements of the law remain intact and continue to shape the scope and content of special education. This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA: (a) eligibility and labeling, (b) free and appropriate public education, (c) the individualized education program (IEP), and (d) the least restrictive environment. Recommendations for changes in existing law relative to each of the above requirements are presented.