Author: Publisher: DIANE Publishing
ISBN: 1428938184
Category :
Languages : en
Pages : 42
Book Description
Special education improved timeliness and better use of enforcement actions could strengthen Education's monitoring system : report to the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, U.S. Senate.
Author: Publisher: DIANE Publishing
ISBN: 1428938184
Category :
Languages : en
Pages : 42
Book Description
Special Education
Author: Marnie S. ShaulPublisher:
ISBN:
Category :
Languages : en
Pages : 42
Book Description
This study investigated how the Department of Education (Education) monitored state compliance with the Individuals with Disabilities Education Act (IDEA) for children age 3-21 years, the extent and nature of noncompliance, and how Education has ensured that noncompliance is resolved once identified. Researchers analyzed Education monitoring documents, interviewed state and federal officials, and visited five state special education offices. Overall, to monitor compliance, Education annually reviews special education data submitted by all states and uses a risk-based approach to identify states in need of further inspection. This monitoring system relies upon collaboration with states, as each state is responsible for assessing and reporting its performance on the provision of special education services. Some of the data used by Education, such as information on how parents are included in their children's education and students' experiences after leaving school, are weak in that they are not uniformly measured or are difficult for states to collect. From 1997-2002, Education identified roughly equal amounts of noncompliance for failing to adequately provide services to students as noncompliance for not adhering to IDEA's procedural regulations. Education found 253 compliance failures in 30 of 31 states visited during this time. This study found 52 percent of compliance failures to be directly related to providing student services. The remaining 48 percent involved failure to meet certain IDEA procedural requirements. Education sought resolution by providing states with technical assistance and requiring them to develop corrective action plans to ensure compliance within 1 year. However, most cases of noncompliance remained open for 2-7 years before closure. On occasion, Education made use of sanctions to address longstanding issues with noncompliance, although resolution has been protracted. States expressed concerns about the standard 1-year timeframe Education imposes for correction, and Education officials acknowledged that it is sometimes not feasible for states to remedy noncompliance and demonstrate effectiveness in that length of time. Appended are: Scope and Methodology; IDEA-Related Sanctions 1994-2003; Comments from the Department of Education; and GAO contacts and staff acknowledgements.
Special Education
Author: Special Education
Author: United States. Government Accountability OfficePublisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages :
Book Description
Special Education
Author: United States Government Accountability OfficePublisher: Createspace Independent Publishing Platform
ISBN: 9781978460591
Category :
Languages : en
Pages : 42
Book Description
SPECIAL EDUCATION Improved Timeliness and Better Use of Enforcement Actions Could Strengthen Education's Monitoring System
Special Education Improved Timeliness and Better Use of Enforcement Actions Could Strengthen Education's Monitoring System
Author: Individuals With Disabilities Education Act Education should provide additional guidance to help states smoothly transition children to preschool : report to the Ranking Minority Member, Committee on Health, Education, Labor, and Pensions, U.S. Senate.
Author: Publisher: DIANE Publishing
ISBN: 1428933247
Category :
Languages : en
Pages : 41
Book Description
For Profit Higher Education
Author: Publisher:
ISBN:
Category : Federal aid to higher education
Languages : en
Pages : 1098
Book Description
Special Education, Additional Federal Actions Could Help Address Unique Challenges of Educating Children in Nursing Homes
Author: Government Accountability OfficePublisher: Createspace Independent Publishing Platform
ISBN: 9781973973409
Category :
Languages : en
Pages : 62
Book Description
" Although nursing homes typically care for elderly or disabled adults, some children with disabilities also live in these homes. Because these children live away from their families, they may be less connected to local schools and may not receive the education benefits to which they are entitled. GAO was asked to study the delivery of education to children in nursing homes. GAO examined (1) the characteristics of children in nursing homes, (2) how such children are referred for and receive education, (3) the challenges in delivering services to these children, and (4) monitoring of the education of children in nursing homes. GAO analyzed national nursing home data on children, surveyed all state special education directors, reviewed relevant federal laws and regulations, and interviewed federal officials. GAO also visited nursing homes and school districts in three states selected to include a large percentage (42 percent) of children in nursing homes nationwide. "
Dangerous Use of Seclusion and Restraints in Schools Remains Widespread and Difficult to Remedy
Author: US Senate. Committee on Health, Education, Labor, and PensionsPublisher:
ISBN:
Category :
Languages : en
Pages : 54
Book Description
There is no evidence that physically restraining or putting children in unsupervised seclusion in the K-12 school system provides any educational or therapeutic benefit to a child. In fact, use of either seclusion or restraints in non-emergency situations poses significant physical and psychological danger to students. Yet the first round of data collected by the United States Department of Education in 2009-2010 demonstrated that these same practices that are prohibited in other settings were used in U.S. schools at least 66,000 times in a single school year. Because fifteen percent of school districts failed to report data, however, this figure likely underestimates use of seclusion and restraints. In an effort to better understand the frequency and severity of the use of seclusion and restraints, and to better understand obstacles facing families with children subjected to these practices, the Senate Health, Education, Labor, and Pensions (HELP) Majority staff undertook an investigation. The investigation sought to better understand the types of seclusion and restraints practices occurring in U.S. schools, and the obstacles faced by families seeking to stop the use of these practices or seeking restitution for harm caused by these practices. The cases outlined in this report tell a story of lost opportunity and negative effects that extend far into the future. For the students profiled here, their educational experiences were marred by the use of practices with no educational benefits, often repeatedly for long periods of time over many instructional days that reduced their learning opportunities. The investigation documented the inability of some families to effectively address the use of seclusion and restraints and to positively change school practices. By passing legislation to permit the use of restraints only in emergency situations and to eliminate the use of seclusion, Congress and states can help schools to implement interventions that promote positive learning environments, promote better academic outcomes, and prevent behaviors that put children and personnel in danger. Lessons learned from these cases should speed the adoption of positive approaches to working with families and the implementation of positive preventative behavior practices in schools. Recommendations include: (1) Passing legislation that would limit the use of restraints to emergency situations only, when there is an imminent threat of serious harm to students themselves or to others, and would discontinue all use of unsupervised and unmonitored seclusion; (2) Annual collecting of data that documents the frequency, duration and intensity of the use of seclusion and restraints in schools; (3) Training programs to ensure all teachers, administrators and other school personnel know how to implement preventative programming and positive interventions; (4) Requiring notification of a child's parents within 24 hours when seclusion or restraints are used against a child; (5) Eliminating the use of seclusion and restraints, which have been shown to have no educational benefit, as an educational or therapeutic component of a student's individualized education plan (IEP); and (6) Amending the Individuals with Disabilities Education Act (IDEA) to allow families to file civil actions to stop the practice of seclusion and/or restraints in court before exhausting remedies available under IDEA. Appended are: (1) Case Studies; and (2) Comments from Abington Heights School District in Pennsylvania.