Postsecondary Transition Under IDEA 2004

2013 ◽  
Vol 48 (5) ◽  
pp. 286-293 ◽  
Author(s):  
Angela M. T. Prince ◽  
Antonis Katsiyannis ◽  
Jennie Farmer
Keyword(s):  
Postsecondary Transition ◽  
Idea 2004

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools

2021 ◽  
pp. 003804072110133
Author(s):  
Catherine Kramarczuk Voulgarides ◽  
Alexandra Aylward ◽  
Adai Tefera ◽  
Alfredo J. Artiles ◽  
Sarah L. Alvarado ◽  
...  
Keyword(s):  
Special Education ◽  
Civil Rights ◽  
Students With Disabilities ◽  
Problem Behaviors ◽  
Organizational Structures ◽  
School Level ◽  
Social Force ◽  
Idea 2004 ◽  
Race And Racialization ◽  
Education Act

The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights–based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate to IDEA remedies designed to address problem behaviors. We qualitatively examine how educators interpret and respond to citations for racial discipline disproportionality via IDEA at both the district and the school level in a suburban locale. We find that educators interpret the inequity in ways that neutralize the racialized implications of the citation, which in turn affects how they respond to the citation. These interpretations contribute to symbolic and race-evasive IDEA compliance responses. The resulting bureaucratic and organizational structures associated with IDEA implementation become a mechanism through which the visibility of race and racialization processes are erased and muted through acts of policy compliance. Thus, the logic of compliance surrounding IDEA administration serves as a reproductive social force that sustains practices that do not disrupt locally occurring racialized inequities.

Postsecondary Transition Planning

2022 ◽  
pp. 167-187
Author(s):  
Charles William Kemp
Keyword(s):  
Preservice Teachers ◽  
Preservice Teacher ◽  
Education Program ◽  
Transition Planning ◽  
Postsecondary Transition ◽  
Individual Education Program ◽  
Full Effect ◽  
Transition Plan ◽  
Federal Guidelines ◽  
Individual Education

Understanding one of the major purposes of a student's individual education program (IEP), the postsecondary transition planning section, is key for preservice teachers. Though federal guidelines mandate the transition plan to start by age 16, many states require the development of the plan much earlier. The author believes that for some students, the transition plan is completed too late to have full effect. The chapter will give the preservice teacher the knowledge needed to understand the component of the transition plan and offer some resources and suggestions for assessments to develop the transition plan.

IDEA 2004

2019 ◽  
pp. 53-65
Author(s):  
Kevin P. Brady ◽  
Charles J. Russo ◽  
Cynthia A. Dieterich ◽  
Allan G. Osborne ◽  
Nicole D. Snyder
Keyword(s):  
Idea 2004

scholarly journals Postsecondary Transition Programs for Underprepared Writers

2017 ◽  
Vol 6 (2) ◽  
pp. 113
Author(s):  
Christine Marie Antonetti
Keyword(s):  
Academic Success ◽  
Positive Impact ◽  
Large Population ◽  
Transition Programs ◽  
Postsecondary Institutions ◽  
Support Programs ◽  
Postsecondary Transition ◽  
Common Cause ◽  
Writing Interventions ◽  
Writing Curricula

There is a large population of students who enter postsecondary institutions underprepared in the area of writing,which can negatively affect their academic success in various disciplines. Lack of alignment between secondary andpostsecondary education writing curricula is a common cause of why students are underprepared in writing.Identifying gaps in writing when transitioning from secondary to postsecondary institutions is critical in creatingappropriate writing support programs which better prepare students for academic success. Moreover, in order tofacilitate successful postsecondary writing outcomes, proactive writing interventions (transition programs) betweensecondary and postsecondary institutions can be implemented to generate a positive impact on students’ ability towrite, thereby leading to greater academic success.

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