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Peer-Reviewed Research & Research Based Instruction

August 22, 2014 in Special Education Advisor Blog by Doug Goldberg

The Individuals with Disabilities Education Act (IDEA) when reauthorized in 2004 introduced the concept of Research Based Instruction. This was done in order to align the regulations with the No Child Left Behind Act and to hold Schools more accountable for the lack of progress children with disabilities were making in their classrooms.

Congress, in their findings, determined, “the implementation of this title (IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.” Read the rest of this entry →

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by Jess

Tying the Science of Special Education to the Law

April 17, 2012 in Special Education Articles by Jess

Special education is a highly regulated process with some stringent requirements of which most parents are not aware. Sadly, many educators are not aware of these requirements, either, and our institutions of higher learning don’t do the best job of communicating these requirements to credential program students, whether they are future teachers, administrators, or specialists.

Tying the science of educational psychology and related disciplines to the legal requirements of special education is a delicate art. There are plenty of people trained in the science of educating people with handicapping conditions and there are a fair number of attorneys who understand special education and related civil rights law, but there is little expertise in tying these two domains together. Read the rest of this entry →

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Educating Educators: Autism in the Classroom

February 12, 2012 in Special Education Articles by Jess

There is a lack of training for special education teachers, and more specifically, for those teachers educating children on the autism spectrum.

This is partly due to the fact that only a handful of states have adopted autism competencies for educators.

Why are autism teacher competencies so important?

There is agreement among experts in the field of autism that the sooner a student gets appropriate treatment, the more likely he or she will be able to mainstream into a typical classroom. If teachers have access to evidence-based teaching and behavior methods they will be able to make sure the student is prepared for this transition. Read the rest of this entry →

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