NCDB Logo

IDEA (Individuals with Disablities Education Act) Bibliography

by on May 1, 2011
Print Screen Share

This is a partial list of materials on this topic available from the DB-LINK Catalog Database.  If you have additional questions, please contact us via email: info@nationaldb.org

Updated 5/2011

2006-0097

26th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2004, Vol. 1 & 2: Individuals with Disabilities Education Act: to ensure the free appropriate public education of all children with disabilities --U.S. Department of Education. (2006)The 2004 Annual Reportto Congress hastwo volumes. Volume 1 focuses on the children and students being served under IDEA and provides profiles of individual states' special education environment. It contains three sections. Section I contains the child/student-focused material, presented in a question-and-answer format. It contains three subsections: infants and toddlers served under IDEA, Part C; children ages 3 through 5 served under IDEA, Part B; and students ages 6 through 21 served under IDEA, Part B. All information available about each group of children/students is presented in one section. Each subsection focuses on available results. Data are presented through graphics, short tables and bulleted text. Section II of the report contains state-level performance data. Section III presents tables of states rank-ordered by their reported data for exiting, dropout, educational environments, early intervention services and early intervention settings. Volume 2 of the report contains the state-reported data tables developed from DANS. This document is available on the web at: http://www2.ed.gov/about/reports/annual/osep/2004/26th-vol-2-front.pdf


2007-0540

Current Status of Evidence-Based Practices for Low-Incidence Disabilities: Introduction to a Special Series/Montgomery, Judy K. 2006, 2COMMUNICATION DISORDERS QUARTERLY, vol. 28, #1, Fall 2006, pp. 37-38. (2006)Educators and specialists are required to teach children using "scientifically based research", No Child Left Behind Act of 2001 or "to the extent practicable, special education and related services will be based on peer-reviewed research of the Individuals with Disabilities Education Improvement Act, 2004. This has caused many educators to ponder the methods used to select and provide interventions for students. Choosing the "best practice" for teaching has always been difficult. It is intensified for students who have been identified as having special needs. How can we be sure that what we offer students is based on peer-reviewed research or appropriate evidence? This brief article introduces the current status of evidence-based practices for low-incidence disabilities and the various reasons for the barriers to identifying evidence-based practices.


2006-0306

Developing Person-Centered IEPs --Keyes, Maureen W.; Owens-Johnson, Laura. Intervention in School and Clinic, Vol. 38, No. 3, January 2003, 145-152. (2003) Individualized Educational Programs (IEPs) must be reviewed and revised at least annually as stipulated by the Individuals with Disabilities education Act (IDEA). Reauthorization of IDEA in 1997 included specific requirements for students with disabilities and their families to become full-fledged participants on IEP teams. The change signaled a movement from an institution-centered to a person-centered approach. This article outlines person-centered planning (PCP) methods to assist parents and professionals in this process. There is a brief review of the literature summarizing parents' and professionals' opinions about the value of the IEP. Then, two methods of person-centered planning are explained and illustrated via two case studies. Ways that PCP methods may improve overall outcomes for students in special education programs are discussed.


2007-0541

Evidenced-Based Practices for Students With Visual Disabilities --Ferrell, Kay Alicyn. COMMUNICATION DISORDERS QUARTERLY, vol. 28, #1, Fall 2006, pp. 42-48. (2006) Forty years of peer-reviewed research in literacy and 50 years of research in mathematics were systematically analyzed to determine the evidence supporting instructional pedagogy for students with visual disabilities. Review teams identified 30 intervention studies that utilized an appropriate comparison group. Although some studies had large effect sizes, none of the qualifying studies had been replicated. The analysis failed to establish the highest standard of evidence recommended by the What Works Consortium, but does suggest several promising practices that should be subjected to further study.


2005-0335

IDEA Reauthorized: 2004 Amendments to the Individuals with Disabilities Education Act --LexisNexis. Charlottesville, VA: LexisNexis. (2005)Presents how the new IDEA 2004 law differs from the previous '97 law. Divided into 5 parts, this book begins with the Legislative Analysis of IDEA 2004, and the statutory provisions. It then presents a side-by-side comparison of IDEA '97 to IDEA '04 and landmark supreme court cases. Appendix includes the text of the 108th Congress, House of Representatives Conference Report regarding IDEA 2004.


2007-0308

Individuals With Disabilities Education Act: Comparison of IDEA Regulations (August 3, 2006) to IDEA Regulation (March 12, 1999) --National Association of State Directors of Special Education, Inc. National Association of State Directors of Special Education (NASDSE) (2006) Written for special education stakeholders to help implement the new law.The National Association of State Directors of Special Education (NASDSE) has prepared this side-by-side comparison of the federal regulations developed after the 1997 reauthorization of IDEA to IDEA 2004. It is organized to the format of the new regulation. The old regulations do not appear in their original order. Includes a CD-ROM of the publication. Publisher's web site: http://www.nasdse.org


2007-0310

Marking the Progress of IDEA Implementation --Schiller, Ellen; O'Reilly, Fran; Fiore, Tom. Bethesda: Abt Associates Inc. The Study of State and Local Implementation and Impact of the Individuals with Disabilities Education Act. (2006) This report discusses the implications from the six-year Study of State and Local Implementation and Impact of IDEA (SLIIDEA). SLIIDEA addressed how states, districts, and schools made progress toward issues of concern identified by Congress in the 1997 amendments to IDEA. The study was conducted between April 2000 and September 2006.

.


2004-0010

Part C Updates: Fourth in a Series of Updates on Selected Aspects of the Early Intervention Program for Infants and Toddlers with Disabilities, Part C of the Individuals with Disabilities Education Act (IDEA) --Danaher, Joan (Ed.) --National Early Childhood Technical Assistance Center (NECTAC) Chapel Hill, NC: National Early Childhood Technical Assistance Center (NECTAC) (2002) This document reproduces selected information from the 23rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (2000). These selections consist of text and data tables related to two programs for young children and their families under the individuals with Disabilities Act ( IDEA): the Early Intervention Program for Infants and Toddlers with Disabilities , Part C of IDEA, which covers services to children from birth through age 2; and the Preschool Grants Program (Section 619) of Part B of IDEA, which covers services to children from ages 3 through 5. Sections address the importance of minority institutions of higher education in the preparation of special education personnel, prenatal exposure to alcohol and nicotine, characteristics of students served under the IDEA, and school programs and services. Tables include child count data, educational environment, and personnel demographics. Publisher's web site: http://www.nectac.org. This document is available on the web at: http://www.nectac.org/~pdfs/pubs/partcupdates.pdf

2004-0168

Part C Updates: Fifth in a Series of Updates on Selected Aspects of the Early Intervention Program for Infants and Toddlers with Disabilities, Part C of the Individuals with Disabilities Education Act (IDEA) --Danaher, Joan (Ed.); Armijo, Caroline (Ed.); Shackelford, Jo (Ed.) --National Early Childhood Technical Assistance Center (NECTAC) Chapel Hill, NC: National Early Childhood Technical Assistance Center (NECTAC) (2003) This document reproduces selected information from the 24rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (2002). These selections consist of text and data tables related to the Early Intervention Program for Infants and Toddlers with Disabilities, Part C of IDEA, which covers services to children from birth through age 2. Sections address Program Administration, Program Implementation, and Data from the Report to Congress. Tables include child count data, educational environment, and personnel demographics. Appendix include: Federal Statute, and Federal Regulations for Part C of IDEA. Publisher's web site: http://www.nectac.org This document is available on the web at:http://www.nectac.org/~pdfs/pubs/partcupdates.pdf


2007-0294

Part C Updates: Eighth in a Series of Updates on Selected Aspects of the Early Intervention Program for Infants and Toddlers with Disabilities, Part C of the Individuals with Disabilities Education Act (IDEA) --Danaher, Joan (Ed.); Armijo, Caroline (Ed.); Lazara, Alex (Ed.) --National Early Childhood Technical Assistance Center (NECTAC) Chapel Hill, NC: National Early Childhood Technical Assistance Center (NECTAC) (2006) This document reproduces selected information from the 24rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (2002). These selections consist of text and data tables related to the Early Intervention Program for Infants and Toddlers with Disabilities, Part C of IDEA, which covers services to children from birth through age 2. Sections address Program Administration, Program Implementation, and Data from the Report to Congress. Tables include child count data, educational environment, and personnel demographics. Appendix include: Federal Statute, and Federal Regulations for Part C of IDEA. Publisher's web site: http://www.nectac.org This document is available on the web at: http://www.nectac.org/~pdfs/pubs/partcupdate2006.pdf


2005-0324

Proceedings of the OSEP TA&D Project Meeting --Federal Resource Center for Special Education at the Academy for Educational Development. Washington, D.C. (2005)The U. S. Department of Education's Office of Special Education Programs (OSEP), sponsored a TA&D Project Meeting on March 7-8, 2005. The purpose of the meeting was for OSEP to brief the TA&D projects about the newly re-authorized Individuals with Disabilities Education Improvement Act. This document contains the conference agenda, a copy of PL108-466, a draft of the mission statement for TA&D projects, a vetted power point presentation, drafts of information sheets, and a list of conference participants.

2008-0564

Public Awareness and Child Find Activities in Part C Early Intervention Programs/Dunst Carl J; Clow Patricia W. Cornerstone, vol.3, #1, January 2007, pp.1-7. (2007)Public awareness and child find activities used by state IDEA Part C early intervention programs were examined to determine the extent to which they were evidence-based and therefore effective in terms of locating eligible children. Findings from different research syntheses were used as benchmarks against which the activities were judged evidence-based. Results showed that the largest majority of public awareness and child find activities were not likely to be effective based on available research findings. Implications for improving public awareness and child find practices are described.

2007-0150

A Quality of Life Framework for Special Education Outcomes --Turnbull, Rutherford H.; Turnbull, A.P.; Wehmeyer, M.L.; Park, J. Remedial and Special Education, Volume 24, Number 2, March 2003, pp. 67-74. (2003)The national goals of higher expectations for all students and their emphasis on academic achievement are reviewed in light of the data on outcomes for students with disabilities. A new framework for measuring outcomes along the lines of quality of life is proposed. The framework regards academic goals as the means for achieving other outcomes, namely the four outcomes that the Individuals with Disabilities Education Act (IDEA) declared: equality of opportunity, full participation, independent living, and economic self-sufficiency. The authors propose that the underlying goal of education should be to enhance the quality of life of students with disabilities and that the four overarching IDEA goals, as implemented in part by the emphasis on academic achievement, should guide the curriculum and all assessment measures.

2007-0295

Section 619 Profile --Danaher, Joan (Ed.); Kraus, Robert (Ed.); Armijo, Caroline (Ed.); Hipps, Cherie (Ed.); Cory, Steven (Ed.); Lazara, Alex (Ed.) Chapel Hill: National Early Childhood Technical Assistance Center (NECTAC) (2006) This 12th edition of the Profile describes services provided under the Preschool Grants Program (Section 619 of Part B) of the IDEA. It presents current and/or historical information for all 50 states, the District of Columbia, and Puerto Rico which are eligible to receive Section 619 funds. Topics covered include: administration, funding, interagency coordination, personnel, transition, initiatives for special populations, accreditation and monitoring, use of IEP's and IFSP's, family-centered services, standards outcome measures, pre-kindergarten initiatives, special education mandates and legislation, preschool program federal appropriations and national child count, state child count data, and selected excerpts from the 24rd annual report to congress on the implementation of the Individuals with Disabilities Education Act (IDEA), 2002. Available from: NECTAC, Campus Box 8040, UNC-CH, Chapel Hill, NC 27599-8040, PH: (919) 962-2001 TDD: (919) 843-3269, FAX: (919) 966-7463, E-mail: nectas@unc.edu. Available web: http://nectac.org/~pdfs/sec619_2003.pdf

2008-0196

The Special Needs Planning Guide: How to Prepare for Every Stage of Your Child’s Life/Nadworny, John W.; Haddad, Cynthia R. -- Paul H. Brookes Publishing Co. 2007, 310. (2007) This book, by two financial planning experts who also have family members with special needs, provides information about the following components of planning for families of children with special needs: family and support factors, emotional factors, financial factors, legal factors, and government benefit factors. Following introductory chapters on special needs planning, the chapters are arranged chronologically to address issues critical at each stage of a child's life from birth to adulthood. The book includes information about estate planning, guardianship, special needs trusts, social security benefits, and Medicaid. It also contains checklists and forms to create financial plans, a glossary of financial terms, and case studies of situations faced by families. Publisher's web site: www.brookespublishing.com


2005-0303

Under New IDEA, Districts No Longer Required to Provide, Maintain Implants SPECIAL EDUCATOR, vol. 20, #12, January 2005, p. 1,6. (2005)The Individuals with Disabilities Education Improvement Act no longer holds school districts financially responsible for providing surgically implanted devices to students with disabilities. This article clarifies the school districts obligations, and the definition of assistive technology under the new IDEA.


2004-0464

Wrightslaw : IDEA 2004 Parts A & B --Wright, Peter W.D.; Wright, Pamela Darr . Hartfield, VA: Harbor House Law Press, Inc. (2005) An analysis and interpretation of IDEA, the Individuals with Disabilities Education Act 2004. The first chapter introduces the law, regulations, and caselaw. It describes legal citations and how to do legal research. The next chapter is an overview that describes how the law is organized, highlights, and new requirements in IDEA 2004. Following chapters include a table of section headings and the complete text of Part A and Part B of IDEA 2004 with commentary, strategies, and cross-references. Includes appendices on several topics: Section 504 and IDEA; tuition reimbursement for private programs; discrepancy models and response to intervention to identify children with specific learning disabilities; a roadmap to the IEP; due process procedures and timelines; reading and research based instruction, including the federal definitions of reading, scientifically based reading research, diagnostic reading assessments, and the essential components of reading programs. A Glossary of Acronyms, Abbreviations and Terms and a bibliographic list of resources is at the end. Publisher's web site: www.wrightslaw.com.


NCDB : The Research Institute : Western Oregon University : 345 N. Monmouth Ave. : Monmouth, OR 97361
Contact Us: 800-438-9376 | info@nationaldb.org

Tour This Page Website Help
Help for this page

Help Guides & Tutorials