Assessment and Accommodation Issues Under the No Child Left Behind Act and the Individuals With Disabilities Education Improvement Act

2007 ◽  
Vol 32 (4) ◽  
pp. 231-243 ◽  
Author(s):  
James G. Shriner ◽  
Rahul Ganguly
Keyword(s):  
No Child Left Behind ◽  
Individuals With Disabilities ◽  
Left Behind ◽  
Education Improvement

Elementary Teachers’ Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination

2010 ◽  
Vol 45 (3) ◽  
pp. 149-156 ◽  
Author(s):  
Hyun-Jeong Cho ◽  
Michael Wehmeyer ◽  
Neal Kingston
Keyword(s):  
Academic Achievement ◽  
No Child Left Behind ◽  
Elementary Teachers ◽  
Special Educators ◽  
Self Determination ◽  
Future Research ◽  
Student Academic Achievement ◽  
Left Behind ◽  
Education Improvement ◽  
Perceived Importance

The No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004) emphasize accountability to improve student academic achievement. Promoting self-determination has been proposed as a means to achieving this outcome. Elementary teachers in 30 states were surveyed to measure (a) their perceived importance of self-determination, (b) to what extent they teach it, and (c) the barriers that inhibit them from teaching it. Both general and special educators assigned considerable importance to self-determination instruction and reported at least occasionally providing such instruction. The authors found a lack of congruence between the value teachers place on promoting self-determination and the time they devote to teaching it. Limitations and implications are discussed, and suggestions for future research are offered.

Career and Technical Education in Light of the No Child Left Behind Legislation

2009 ◽  
pp. 495-507 ◽  
Author(s):  
Edward C. Fletcher Jr. ◽  
Chris Zirkle
Keyword(s):  
No Child Left Behind ◽  
Career And Technical Education ◽  
Recent Literature ◽  
Technical Education ◽  
Educational Legislation ◽  
Content Areas ◽  
Career And Technical ◽  
Left Behind ◽  
Education Improvement ◽  
Academic Content

The No Child Left Behind Act of 2002 is considered to be the most comprehensive and highly scrutinized piece of educational legislation that has been enacted in history. With its focus on core academic content areas, the CTE community has desired to understand its impact on CTE programs. Based on a review of the recent literature on NCLB and CTE, this chapter examines the primary NCLB legislation provisions, presents the issues and challenges that have manifested as a result of the enactment of NCLB, investigates its impact on CTE, and assesses the coordination of NCLB and the new Carl D. Perkins Career and Technical Education Improvement Act of 2006. This chapter concludes with solutions and recommendations for further research.

A Close Look at No Child Left Behind

ASHA Leader ◽  
2004 ◽  
Vol 9 (17) ◽  
pp. 1-29
Author(s):  
Susan Boswell
Keyword(s):  
No Child Left Behind ◽  
Left Behind
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