Compiled by the National Information
Center for Children and Youth with Disabilities
OSEP-Reviewed Materials on IDEA '97
The IDEA has been reauthorized!
The materials listed on this page relate to the IDEA '97---in
other words, the statute as it was passed by Congress in 1997 and the Federal
regulations that were released in 1999. However, the law has recently been
changed (December 2004). That means that these resources are no longer the
definitive word on the law, only a rich source of information. For the moment
and for this reason, NICHCY will continue to offer this list. As you read,
please do bear in mind that the law has changed in some aspects.
Published materials that have been reviewed by the U.S. Department
of Education, Office of Special Education Programs (OSEP) for consistency
with the IDEA Amendments of 2004 are beginning to emerge. We provide this
in a similar list at:
www.nichcy.org/idealist.htm
Looking for news on the reauthorized
IDEA?
Follow me!
Updated September 2003
NICHCY is pleased to provide this list of selected
published materials that have been reviewed by the U.S. Department of Education,
Office of Special Education Programs (OSEP) for consistency with the IDEA Amendments
of 1997 (Public Law 105-17) and the final implementing regulations, published
March 12, 1999.
Each listing either has a link to the publication on-line,
or information on how to obtain the publication. As additional publications
are reviewed and approved by OSEP, they will be added to this list and marked
with a yellow star, 
.
Acronyms and Agencies
Families and Advocates Partnership for Education (FAPE), 2001
This Facts-on-Hand publication from FAPE lists common acronyms for 83 agencies
and organizations involved in programs for individuals with disabilities. A
Spanish version is also available.
Acronyms and the Law
Families and Advocates Partnership for Education (FAPE), 2001
This Facts-on-Hand publication from FAPE gives the acronyms for laws related
to early intervention, education, special education, and other laws important
to individuals with disabilities and their families. A brief descriptive paragraph
is provided to summarize the major thrust of each law.
Acronyms and Special
Education
Families and Advocates Partnership for Education (FAPE), 2001
This Facts-on-Hand publication from FAPE gives the meanings of 105 acronyms or abbreviations
commonly used in special education and other areas related to individuals with disabilities.
20th
Annual Report to Congress
Office of Special Education Programs, 1998
The 20th Annual Report to Congress was written immediately after the 1997
reauthorization of the Individuals with Disabilities Education Act (IDEA).
The report highlights many of the changes in the legislation and closes with
the annual data tables.
21st
Annual Report to Congress
Office of Special Education Programs, 1999
The 21st Annual Report to Congress highlights issues of interest and concern
to special education, including: parent involvement in educating children with
disabilities, access to the general education curriculum, developing a highly
trained teacher workforce, special education in correctional facilities, use
of paraprofessionals, school discipline, and preparing teachers to serve
students with visual impairments. The report closes with the annual data tables.
22nd
Annual Report to Congress
Office of Special Education Programs, 2000
This annual reports marks the 25th anniversary of the passage of P.L. 94-142, the
Education for All Handicapped Children Act of 1975. In addition to looking at the
law from an historical perspective, the report examines the role of minority
institutions of higher education in recruiting and training minority educators,
and the implications of fetal alcohol and nicotine exposure for special education.
Special sections also discuss students with orthopedic mpairments and students with
co-occurring disabilities, positive behavioral interventions and supports, and
assistive and instructional technologies. The report closes with the annual data tables.
23rd
Annual Report to Congress
Office of Special Education Programs, 2001
This volume of the Annual Report to Congress includes a number of modules
reporting on the results of the national assessment of activities carried
out under the Act, as directed by Congress in the 1997 reauthorization.
Results are discussed in the following areas: high school graduation rates
for students with disabilities, participation and performance of students
with disabilities in state assessment systems, transition services, and
outcomes for students with problem behaviors in school. The report closes
with the annual data tables.
Alternate
Assessment: Questions and Answers
Mountain Plains Regional Resource Center, 2000
This Q&A document is a tool for state staff, local
educators, and other stakeholders who have a vested interest in creating an alternate assessment
process for a state or local district. The information summarizes information
shared by the United States Department of Education's Office of Special Education
Programs (OSEP) during a teleconference call with the State Directors of Special
Education in the MPRRC region.
Clarification of the Role of the IEP Team in Selecting
Individual Accommodations, Modifications in Administration, and Alternate Assessments for State
and District-wide Assessments of Student Achievement
Office of Special Education and Rehabilitations Services (OSERS) and Office for Elementary and
Secondary Education (OESE), January 12, 2001
This three-page memorandum discusses the role of the IEP team in selecting the
accommodations, modifications in administration, and alternate assessments an
individual student needs in state and district-wide assessment programs. Also
addressed are considerations that must be examined as SEAs and LEAs work to
preserve the authority of IEP teams while at the same time maximizing the participation
of students with disabilities in reporting, accountability, and educational
benefits of such assessment programs. (Editor's note, 2007: This document no longer appears to be available.)
General
State and District-Wide Assessments
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This Topic Brief summarizes IDEA 97's final regulations with respect to student participation in
general state and district-wide assessments.
Guidance on Including Students with Disabilities in
Assessment Programs
Office of Special Education Programs (OSEP), U.S. Department of Education, 2001
This four-page document (OSEP Memorandum 01-06) presents in a family-friendly
fashion portions of the information contained in OSEP
Memorandum 00-24, Questions and Answers about Provisions in the Individuals
with Disabilities Education Act Amendments of 1997 Related to Students with
Disabilities and State and District-wide Assessments. (Editor's note, 2007: This document no longer appears to be available.)
How to Conduct Alternate Assessments: Practices in Nine States
Mid-South Regional Resource Center, 1999
A paper which looks at what instruments are used and how test results are scored in alternate
assessments for students with disabilities in nine states.
The Individuals
with Disabilities Education Act Amendments of 1997: Statutory and Regulatory
Provisions Pertaining to Large-Scale Assessments and Students with Disabilities
Mid-South Regional Resource Center, 1999
This document provides a side-by-side table analyzing the statutory and regulation changes to
IDEA with respect to large-scale assessments and students with disabilities.
Making
Assessment Accommodations: A Toolkit for Educators
ASPIIRE and ILIAD IDEA Partnership Projects, August 2000
This toolkit addresses the "how-to's" and "why's" of providing accommodations for students with
disabilities in state and district-wide assessments. The five components of the toolkit are: an
introduction to assessment accommodations; an instructive videotape that provides an overview of
types of accommodations and shows practical examples; a guide for the school administrator; a guide
for teachers, paraeducators, and related services providers; and a pamplet for families in English
and Spanish. To order, call The Council for Exceptional Children, 1-888-232-7733, or e-mail
service@cec.sped.org.
Questions and Answers about
Provisions in the Individuals with Disabilities Education Act Amendments of 1997 Related to Students
with Disabilities and State and District-wide Assessments
Office of Special Education Programs, U.S. Department of Education, 2000
This memo from OSEP responds to frequently asked questions by parents, teachers,
assessment coordinators, State education agency staff, and others regarding
the provisions in IDEA '97 for including all children in state and district-wide
assessments. (Editor's note, 2007: This document no longer appears to be available.)
Summary of Research on Test Changes: An Empirical Basis for Defining Accommodations
Mid-South Regional Resource Center, 2000 (Revised)
This document, authored by Tindal & Fuchs, looks at the IEP as a vehicle
for expressing a student's need for test accommodations. Research on test changes
is summarized, and issues of validity are examined, with primary consideration
given to using the research to implement sound testing practices and make appropriate
educational decisions.
The
Use of Tests when Making High-Stakes Decisions for Students:
A Resource Guide for Educators and Policymakers
Office for Civil Rights, U.S. Department of Education, 2000
This resource guide explains basic test measurement standards
and related educational principles for determining whether
tests used as part of making high-stakes decisions for
students provide accurate and fair information. Information is
also presented about four federal nondiscrimination laws:
Title VI of the Civil Rights Act of 1964, Title IX of the
Education Amendments of 1972, Section 504 of the Rehabilitation
Act of 1973, and Title II of the Americans with Disabilities
Act of 1990.
What Gets Tested, Gets
Taught; Who Gets Tested, Gets Taught
Mid-South Regional Resource Center, 1998
A paper which describes various approaches taken by some states that have accepted the challenge
of creating links with the state adopted curriculum frameworks.
Who Takes the Alternate
Assessment? State Criteria
Mid-South Regional Resource Center, 1998
A document on the question of whom to include in the alternate assessment. Directed
to states and local agencies that have yet to develop these criteria.
Children
with ADD/ADHD
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This short Topic Brief looks at the eligibility of children with ADD/ADHD under IDEA 97's final
regulations.
Addressing Student Problem
Behavior: An IEP Team's Introduction to Functional Behavioral Assessment and Behavior Intervention
Plans
Center for Effective Collaboration and Practice, 1998
This document, part of the series Addressing Student
Problem Behavior, is a tool to help educators understand
the requirements of IDEA 97 with regard to addressing
behavior problems and implementing the fundamental
principles and techniques of functional behavioral
assessment and positive behavioral supports with students
with behavior problems. Two additional documents in the
series are listed below.
Addressing Student Problem
Behavior: Part II: Conducting a Functional Assessment
Center for Effective Collaboration and Practice, 1998
This document, Part Two in the series Addressing Student Problem Behavior, provides an in-depth
discussion of the rationale for functional behavioral assessment and instructions for how to
conduct the process.
Addressing Student Problem
Behavior: Part III: Creating Positive Behavioral Intervention Plans and Supports
Center for Effective Collaboration and Practice, June 2000
This document, Part Three in the series Addressing Student
Problem Behavior, takes a closer look at using the results
of the functional behavioral assessment to create, implement,
and evaluate the effectiveness of positive behavioral
intervention plans and supports.
Applying
Positive Behavioral Support and Functional Behavioral Assessments in
Schools
Center on Positive Behavioral Interventions and Support, 1999
This research-based document defines and describes positive
behavioral support in schools, including steps in the
functional behavioral assessment and behavioral support
planning process. This document is available on-line in
Adobe Acrobat format.
Discipline
for Children With Disabilities
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
Taken from the preamble to the 1999 final regulations for IDEA,
this document summarizes some key changes in the regulations
regarding discipline for children with disabilities and answers
some commonly asked questions about discipline under IDEA.
Discipline
Procedures
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This Topic Brief presents a summary of the key points
associated with the discipline procedures in the final
regulations.
Early Warning, Timely
Response: A Guide to Safe Schools
Center for Effective Collaboration and Practice, 1998
This guide is intended to help districts identify children in need
of intervention for potentially violent emotions and behaviors.
It can be acquired from the Center's Web site or through the U.S.
Department of Education, at 1-877-433-7827.
Functional Behavioral
Assessment and Positive Interventions: What Parents Need to Know
Families and Advocates Partnership for Education (FAPE), 2001
This 8-page document looks at learning to understand problem behaviors through
the use of functional behavioral assessment (FBA). The steps in conducting an
FBA are described, and examples are given of behavioral intervention strategies
that can reduce problem behaviors and teach children positive behavioral skills.
A Spanish version, Evaluación
de Conducta Funcional e Intervenciones Positivas: Lo que los padres necesitan
saber,
is also available.
Interim
Alternative Educational Settings for Children with Disabilities
National Association of School Psychologists (NASP) and the ASPIIRE Project, 2001
This reference presents a review of the legal provisions in I DEA '97 as pertains
to: interim alternative educational settings (IAES), a student's removal from
the current placement for disciplinary reasons, and functional behavioral
assessments and behavioral intervention plans. Best practices for IAES are
proposed, and several case studies are presented.
Interim Alternative Educational Settings: Related Research and Program
Considerations
Project FORUM, 1999
This document provides a brief perspective on the emergence of the interim
alternative educational setting (IAES) concept, followed by a discussion of
the unique characteristics of IAESs. The last section reviews effective school-based
interventions for students with chronic conduct problems. The report can be
purchased by going to the National Association
of State Directors of Special Education (NASDSE) Web site, clicking on
publications, and searching by title. You can also contact NASDSE via mail
or telephone, at: NASDSE, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314.
Telephone: (703) 519-3800.
Non-cessation of Educational Services
Project FORUM, 1999
This Quick Turn-Around Report is a summary of information from three States
(California, Hawaii, and Nebraska) regarding non-cessation of educational
services following suspension or expulsion of a student, and includes a description
of related state data collection. The report can be purchased by going to
the National Association of State Directors
of Special Education (NASDSE) Web site, clicking on publications, and
searching by title. You can also contact NASDSE via mail or telephone, at:
NASDSE, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314. Telephone: (703)
519-3800.
Overview
of the Major Discipline Provisions in the 1999 IDEA Regulations
Robert Silverstein, The Center for the Study and Advancement of Disability
Policy, 1999
This document summarizes the major provisions related to disciplining of students
with disabilities.
Positive
Behavioral Interventions: Parents Need to Know
Technical Assistance Alliance for Parent Centers, Families and Advocates Partnership
for Education; 1999
This is a training package providing parents with positive approaches to helping
children learn new behaviors. The single-volume binder contains 37 pages of
curriculum and accompanying overheads for trainers, as well as supplemental
reading material. The entire package is also available on CD-ROM. To order,
contact PACER Center, Inc. at 1-888-248-0822, or download the ZIP file at the
link above.
Prevention Research & the IDEA Discipline Provisions:
A Guide for School Administrators
Office of Special Education and Rehabilitative Services (OSERS), U.S. Department
of Education, 2001
This brief guide provides school administrators with state-of-the-art knowledge
about what works to create safe, effective learning environments for all children.
A summary of IDEA 97's disciplinary provisions is also included to clarify
what schools can do in those rare instances where a child with a disability
threatens the safe school environment. The guide is available in Microsoft
Word (guide) and in Adobe
Acrobat (guide) formats.
Regional Intervention
Program
Families and Advocates Partnership for Education (FAPE), 2001
This 2-page Research Brief describes the Regional Intervention
Program (RIP), which trains parents to work effectively with
their young children who have challenging behavior. Results of
a 25-year study, which followed the children from toddler age
to adulthood, indicate the positive effectives of the RIP program
on behavior.
Role of
Education in a System of Care: Effectively Serving Children with Emotional and Behavioral
Disorders
Center for Effective Collaboration and Practice, 1999
This is one of seven monographs and profiles effective school-based mental health systems of care.
Safe, Drug-Free, and
Effective Schools for ALL Students: What Works!
Center for Effective Collaboration and Practice, 1998
This report profiles six different approaches in three different communities or districts to
addressing schoolwide prevention and reduction of violent and aggressive behavior by all students.
Safeguarding Our
Children: An Action Guide
Office of Special Education Programs (OSEP), U.S. Department of Education, 2000
This guide follows up on the 1998 Early Warning, Timely Response: A Guide To Safe Schools and is
intended to help schools and communities prevent school violence. The Action Guide emphasizes early
intervention and prevention, and the importance of teamwork among educators, mental health
professionals, parents, and students. This guide is also available in Spanish.
School Climate
and Discipline: Going to Scale:
A Framing Paper for the National Summit on the Shared Implementation of IDEA
IDEA Partnership Projects, 2001
This 8-page framing paper discusses the multiple perspectives, research issues,
and ongoing challenges within school climate and discipline. It summarizes the
research on positive behavior supports (PBS) as a means to address challenging
behaviors and describes what schools look like when they adopt a school-wide
PBS approach. Editor's Note: This document is no longer available online
as of 2005, but plenty of other information is available at the link above.
Schoolwide
Approaches to Behavior
Office of Special Education Programs (OSEP), U.S. Department of Education
A growing number of schools have found that the most effective way to reduce
suspensions, expulsions, office referrals, and other behaviorally related actions
is to emphasize a schoolwide commitment and approach to behavior. This short
fact sheet lists key principles of practice and organizations that can provide
more information on the topic.
School-wide Behavior
Programs
Families and Advocates Partnership for Education (FAPE), 2001
This 3-page Research Brief summarizes the characteristics and benefits of school-wide behavior
programs and provides a list of sources of additional information.
Teaching Students to
Self-Manage Their Behavior
Families and Advocates Partnership for Education (FAPE), 2001
This one-page Promising Practices briefly describes the Classwide Peer-Assisted Management program,
which is designed to help students understand what is considered appropriate and inappropriate
behavior and to control their own response to what goes on around them.
Educating Blind and Visually Impaired Students; Policy Guidance
Office of Special Education and Rehabilitative Services (OSERS), United States Department of Education, June 8, 2000
This policy guidance addresses the requirements of Part B of IDEA, as they apply
to the education of blind and visually impaired students. Available as
text-only guidance and guidance
in PDF format.
Applying Federal Civil Rights Laws to Public
Charter Schools: Questions and Answers
U.S. Department of Education and the Office for Civil Rights, May 2000
This publication provides important information on how public charter schools may be developed and
operated consistent with federal nondiscrimination laws. The purpose of this publication is to
assist charter school developers and operators by making available a summary of civil rights issues a
pplicable to public schools. Two of the sections deal specifically with students with disabilities:
"Selection of Facilities to Provide Access to Students with Disabilities" and "Educating Students
with Disabilities." (Editor's note, 2007: This document no longer appears to be available.)
Charter
Schools and Special Education: A Report on State Policies
Project FORUM, 1999
This report reviews state policy documents (other than state laws) that pertain
to students with disabilities in charter schools, discusses critical issues
related to this topic, and provides background information on charter schools
and Federal legislation. The report is no longer available on-line at the Charter
Schools Web site (but plenty else is!). Neither is it still available from Project
FORUM.
Charter Schools and Students
with Disabilities:
Review of Existing Data
Office of Educational Research and Improvement (OERI), U.S. Department of Education, 1998
This report, prepared by Research Triangle Institute for OERI,
provides a summary of existing research data and of the
policy-relevant analyses that have focused on charter schools
and students with disabilities. Although OERI has been
replaced by the Institute of Education Sciences, the report
is still available online in both text-only and PDF formats.
Public Charter
Schools
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This Topic Brief looks at IDEA 97's two new provisions with respect to public
charter schools, the comments received during the public comment period
following release of proposed regulations, and the changes incorporated
into the final regulations.
Definition
of "Day; Business day; School day"
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This Topic Brief looks at the final regulations'
definitions of "day," "business day," and "school
day," how these vary from what had been proposed,
and why the changes and the definitions themselves
were necessary.
Use
of "Developmental Delay" by States and LEAs
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This Topic Brief looks at the changes made to the definition
of "developmental delay" as part of the reauthorization of
IDEA and the release of final regulations.
Discrepancy
Approaches for Identifying Learning Disabilities
Project FORUM, 2000
This Quick Turn-Around Report briefly reviews recent trends, issues, and changes
within the states related to the use of discrepancy formula and other approaches
for determining eligibility of students with learning disabilities (LD) for
special education and related services. (Editor's note, 2005: No longer
available from Project FORUM.)
Evaluation
Families and Advocates Partnership for Education, 1999
This one-page document introduces parents to the process of evaluation and suggests
steps to take and questions to ask. It is also available in Spanish,
Somali, and in Hmong.
Evaluation: What
Does It Mean for Your Child?
Families and Advocates Partnership for Education, 1999
This 4-page document briefly answers questions parents might have
about their child's evaluation for the presence of a disability.
Some of the questions include: What is an evaluation? Why have an
evaluation? What measures are used to evaluate a child? How are the
evaluation results used? When are students reevaluated? and What if
I disagree with the school's evaluation?
Re-evaluation
Families and Advocates Partnership for Education, 1999
This one-page document introduces parents to the process of re-evaluation and
suggests steps to take and questions to ask. It is also available in Spanish
(document), Somali,
and Hmong (document) .
Your Child's Evaluation
NICHCY, 1999
A four-page description of the evaluation process in easy-to-understand terms.
It is also available in Spanish translation.
Family Involvement:
A Framing Paper for the National Summit on the Shared Implementation of IDEA
IDEA Partnership Projects, June 21, 2001
This framing paper discusses the multiple perspectives, research issues, and
ongoing challenges within family involvement. It addresses the importance of
parent and family participation in the education of a child with disabilities.
It's no longer available online as of 2005, but plenty of other information
is available at the link above.
A Look
at Changes in the Finance Provisions for Grants to States Under the IDEA Amendments of
1997
Center for Special Education Finance (CSEF), 1997
This article describes the fiscal provisions of IDEA '97. This document is
available on-line in Adobe Acrobat format.
IDEA Section
619 FY98-Funding Allocation
Mid-South Regional Resource Center
This flow chart summarizes, in general terms, the flow of IDEA Section 619
funds from the federal appropriation to the local level. This document is
available on-line in Adobe Acrobat format.
Impact of the New 619 Funding Formula
Project FORUM, 1999
This Quick Turn-Around Report presents an overview of the revised preschool
funding formula resulting from the 1997 Amendments to the IDEA, and perceptions
of some State Education Agency staff on the initial impact of those funding
changes. (Editor's note, 2005: This document no longer appears to be available.)
Special Education
Finance
Federal Resource Center for Special Education (FRC), 2001
This document summarizes and discusses some of the major fiscal policy questions surrounding the
funding of special education and describes policy alternatives. Promising fiscal policies are
briefly described. (Editor's note, 2007: This document no longer appears to be available.)
State Improvement Grants
Project FORUM, 1999
This Quick Turn-Around Report provides an overview of the funded State Improvement
Grants (SIGs) in the following areas: goals and priorities, products or outcomes,
interstate connections, strategies to meet goals and priorities, partnership
strategies, types of contracts/subcontracts, and pooling of SIG resources with
other sources. (Editor's note, 2005: This document no longer appears to be available.)
Graduation with a Regular
Diploma
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This Topic Brief looks at the provisions proposed in the Notice of Public Rulemaking (NPRM) with
respect to graduation with a regular diploma, the comments received during the public comment
period, and the changes that were made and released in the final regulations.
Educating
Children with Disabilities Who Are Homeless
Project FORUM, 2000
This 48-page document is the proceedings of a policy forum held December 5-7,
1999. Federal laws pertaining to the education of children with disabilities
who are homeless are summarized, examples of state services are provided, and
challenges for this population are identified. This document also include strategies
to address the identified challenges.
Amendments to IDEA '97
Final Regulations Released
Families and Advocates Partnership for Education, 1999
This family-friendly piece outlines some of the changes that have occurred in
the law and regulations that may be of particular interest to parents. It is
also available in Hmong
translation .
Discover IDEA CD 2002
Western Regional Resource Center, IDEA Partnership Projects, NICHCY, Educational Development Center,
and OSEP; 2002
This CD is designed as a research and training tool for administrators, professors,
and students in higher education, families, advocates, policy makers, and service
providers. New features on the 2002 version of the CD include IDEA Basics, Information
by Topic, Tips for Trainers, and improved searchability. Contents of the CD
include the Statute (P.L. 105-17); indexed Final Regulations; hundreds of print-ready
policy and practices documents; overheads and fact sheets; links to related
laws (No Child Left Behind, Rehab Act, Headstart, ADA, FERPA); and contact information
for federally funded technical assistance projects. (Editor's note, 2005: This
resource is no longer available.)
Discover IDEA: Supporting Achievement for Children with Disabilities
[Video]
IDEA Partnership Projects, 2001
(Editor's note, 2005: This resource is no longer available.) The video Discover
IDEA is designed as an orientation to IDEA and four of its basic aspects:
IEP development, LRE, positive behavior supports, and participation of children
in large-scale assessments. Educators, administrators, family members, and children
themselves talk about the impact of IDEA on helping children with disabilities
learn and achieve their potential. The 15-minute video comes with 20 pamphlets
and an IDEA resources guide. It is closed captioned in English and Spanish.
To order, call the Council for Exceptional Children at 1-888-232-7733 or e-mail
service@cec.sped.org. Ask for Product
#P5417.
IDEA Amendments of 1997
NICHCY, 1998
This 40-page News Digest looks in detail at the major changes that have taken place in the IDEA.
IDEA
'97 General Overview Questions & Answers
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
Editor's note, 2005: This document is no longer available online.
IDEA
Requirements for Preschoolers: IDEA Early Childhood Policy and Practice Guide
Division for Early Childhood, Council for Exceptional Children, and ASPIIRE IDEA Partnership Project, 2000
This is the first in a series of guides designed to answer important questions
about what IDEA '97 now requires for the education of young children with disabilities,
ages birth through five years old. The guide also includes a pull-out chart
of selected IDEA provisions that address a preschooler's challenging behavior.
To order, call the Council for Exceptional Children at 1-888-232-7733 or e-mail
service@cec.sped.org. Ask for Product
#P5373.
IDEA
Requirements for Preschoolers with Disabilities: Challenging Behavior
Division for Early Childhood, Council for Exceptional Children, and ASPIIRE IDEA Partnership Project,
2000
This document is an excerpt from the guide IDEA Requirements for Preschoolers
with Disabilities: IDEA Early Childhood Policy and Practice Guide (listed above).
The 24-page guide focuses specifically on questions and answers related to young
children with disabilities (ages 3 through 5) who exhibit difficult to manage
behaviors in a variety of early childhood settings. The guide also includes
a pull-out
chart of selected IDEA provisions that address a preschooler's challenging
behavior. To order, call the Council for Exceptional Children at 1-888-232-7733
or e-mail service@cec.sped.org. Ask
for Product #P5374.
IDEA Training Package
NICHCY, 1997, Revised 2003
This is a comprehensive training package on the statute: one volume of curriculum
(500 pages); one volume of accompanying overheads in English (145 pages);
and the same overheads in Spanish. Recently revised materials now available
for modules on IEPs, LRE, and parent and student participation in decision
making.
Implementing
IDEA: A Guide for Principals
ILIAD Partnership Project and National Association of Elementary School Principals (NAESP), 2001
The guide contains NAESP-developed standards of excellence that directly relate
to the principal's role in implementing IDEA. Along with the standards are guidelines
principals may use when assessing themselves and their school community. Also
available on-line in Microsoft
Word (standards guide).
Individuals with Disabilities Education Act (IDEA): A Workshop for Families, Advocates,
and Self-Advocates
Technical Assistance Alliance for Parent Centers, Families and Advocates Partnership for Education;
1999
This one-volume training package on the IDEA contains a 102-page curriculum for trainers and 89
accompanying overheads. The entire package is also available on CD-ROM. To order, contact PACER
Center, Inc. at 1-888-248-0822.
The Individuals with
Disabilities Education Act of 1997 Transition Requirements: A Guide for States, Districts, Schools,
Universities and Families
Western Regional Resource Center and The College of Education & Human Development, University of
Minnesota, 2000
This monograph looks closely at IDEA 97's transition requirements, suggests a process for addressing
those requirements in the IEP, and includes many sample materials.
Overheads: OSEP Regional Trainings on
the IDEA '97 Regulations
NICHCY, 1999
These overheads, developed by NICHCY, were used by OSEP in regional trainings conducted on the
regulations.
Overheads: OSEP's Letters on IDEA: February
1999 to mid-March 2000
Office of Special Education Programs (OSEP), U.S. Department of Education, and NICHCY, 2000
OSEP receives letters from all over the country asking for clarification on the Individuals with
Disabilities Education Act (IDEA). OSEP responds with letters that contain interpretations of the
requirements of IDEA and its implementing regulations. These training overheads capture the key
points of selected OSEP letters dated from February 1999 to mid-March 2000.
Overheads: Use of "Native Language"
and "Limited English Proficiency" in Part B
Office of Special Education Programs (OSEP), U.S. Department of Education, and NICHCY, 2000
These training overheads from OSEP address the use of "native language" and "limited English
proficiency" in Part B regulations.
Overheads: Use of "Transportation" in
Part B
Office of Special Education Programs (OSEP), U.S. Department of Education, and NICHCY, 2000
These training overheads from OSEP address the use of "transportation" in Part B.
An Overview of the Individuals with
Disabilities Education Act Amendments of 1997 (P.L. 105-17)
ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC), June 1999
This ERIC Digest (#E576) looks briefly at some of the changes that IDEA 97 brings to special
education practice nationwide. The document then lists highlights of the law in the areas of:
outcomes and standards, evaluation and curriculum, procedural safeguards, discipline, early
intervention services, and teacher training and preparation.
Provisions
of Special Interest to Administrators
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This brief paper describes selected provisions in the final IDEA-Part B regulations (including
certain items that have been retained, modified, or added since publication of the Notice of Public
Rulemaking) that may be of special interest to administrators.
Provisions
of Special Interest to Parents
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This brief paper describes selected provisions in the final IDEA-Part B regulations (including
certain items that have been retained, modified, or added since publication of the Notice of Public
Rulemaking) that may be of special interest to parents.
Provisions
of Special Interest to Teachers
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This brief paper describes selected provisions in the final IDEA-Part B regulations (including
certain items that have been retained, modified, or added since publication of the Notice of Public
Rulemaking) that may be of special interest to teachers.
Questions and Answers about the IDEA
NICHCY, 2000
29 pages of answers to many of the questions families and professionals have
about the requirements of the IDEA. A Spanish
version is also available.
Rights and Responsibilities of Parents of
Children with Disabilities
ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC), June 1999
This ERIC Digest (#575) briefly lists parents' rights and responsibilities in the special education
process, describes what parents can offer the IEP or IFSP process, and lists five national
organizations that can provide more information and assistance to parents.
User's Guide to the
1999 IDEA Regulations
Robert Silverstein, The Center for the Study and Advancement of Disability Policy, 1999
This 54-page guide summaries the changes made to the IDEA with the 1997 amendments.
Improving Education:
The Promise of Inclusive Schooling
National Institute for Urban School Improvement, 2000
(Editor's note, 2005: This resources is no longer available online. However,
the link on the title will take you to the National Institute and a host of
other resources on inclusive schooling.) This is a short booklet developed to
explain inclusion to general educators and families. It includes principles
of instruction, and is available in English and Spanish.
Developing Educationally Relevant IEPs: A Technical Assistance Document for Speech-Language
Pathologists
American Speech-Language-Hearing Association (ASHA) and the ASPIIRE IDEA Partnership Project, 2000
This guide is intended to help related services providers understand the IEP process under IDEA 97. The 50-page document includes background on IDEA 97 and IEPs, sample IEPs, and other helpful resources. To order, call the Council for Exceptional Children at 1-888-232-7733 or e-mail service@cec.sped.org. Ask for Product #S5375. The product is also available from ASHA at 1-888-498-6699 or by e-mailing
productsales@asha.org.
Guide to the
Individualized Education Program
Office of Special Education Programs (OSEP), U.S. Department of Education, 2000
The purpose of this guidance is to assist educators, parents, and State and local educational
agencies in implementing the requirements of Part B of the Individuals with Disabilities Education
Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities,
including preschool-aged children. (This guide does not discuss the development of Individualized
Family Service Plans (IFSP) for infants and toddlers.)
Individualized Education Programs (IEPs)
NICHCY, 1999
A 32-page guide to the legal requirements for developing a student's IEP, including a verbatim
reprinting of Appendix A of the regulations.
Planning Your Child's
Individualized Education Program (IEP): Some Suggestions to Consider
Families and Advocates Partnership for Education (FAPE), 2001
This 2-page publication lists ideas and actions for parents to consider before
their child's IEP meeting, during the meeting, and after. The Spanish version,
Planeando el Programa de Educación
Individualizada de su hijo: Algunas sugerencias a considerar, is also available.
Regular
Education Teachers as IEP Team Members
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This Topic Brief looks at what the IDEA 97 requires in terms of the regular education teacher's
participation on the IEP team.
School Accommodations
and Modifications
Families and Advocates Partnership for Education (FAPE), 2001
Some students with disabilities will need accommodations and/or modifications in their educational
program so that they can participate in the general curriculum and succeed in school. This
4-page publication provides examples of common accommodations and modifications made to: textbooks,
curriculum, classroom environment, instruction and assignments (directions, time/transitions,
handwriting, grading, tests, math), and behavior.
Mediation
Guide
Consortium for Appropriate Dispute Resolution in Special Education (CADRE), 2001
This document reviews IDEA's requirements with respect to mediation and presents a list of
self-assessment questions that States can use to assess whether or not their mediation systems have
addressed IDEA's requirements in regards to: mediator standards, mediator selection, mediation
process and conditions, encouraging mediation, and attorney participation in mediation.
Overheads: Mediation
Consortium for Appropriate Dispute Resolution in Special Education (CADRE), 2001
These 34 overheads from CADRE can be used to provide training on what the IDEA's
requirements are with respect to mediation. The overheads are also available
Adobe
Acrobat (overheads) format.
Questions and Answers
about Mediation
Office of Special Education Programs (OSEP), U.S. Department of Education, 2000
This nine-page OSEP document (OSEP Memorandum 01-5) is intended to assist state
and local education officials, as well as parents of children with disabilities,
in understanding the requirements of Part B of the IDEA as applied to mediation.
The memo is also available in Adobe
Acrobat (memo 01-5) format. The two-page OSEP
cover letter is available separately (also in Adobe Acrobat).
Mental
Health, Schools and Families Working Together for All Children and Youth: Toward
a Shared Agenda
The National Association of State Mental Health Program Directors (NASMHPD) and the Policymaker Partnership (PMP) for Implementing IDEA at the National Association of State Directors of Special Education (NASDSE), 2002
This 64-page paper offers recommendations and encouragement to family and
youth organizations, and state mental health and education leaders for policy
development and changes needed to move toward systemic collaboration to coordinate
and integrate programs and services. The aim is to align systems and ensure
the promise of a comprehensive, highly effective system for children and youth
and their families.
IDEA
Requirements for Preschoolers: IDEA Early Childhood Policy and Practice Guide
Division for Early Childhood, Council for Exceptional Children, and ASPIIRE IDEA Partnership Project, 2000
This is the first in a series of guides designed to answer important questions
about what IDEA '97 now requires for the education of young children with disabilities,
ages birth through five years old. The guide also includes a pull-out chart
of selected IDEA provisions that address a preschooler's challenging behavior.
To order, call the Council for Exceptional Children at 1-888-232-7733 or e-mail
service@cec.sped.org. Ask for Product
#P5373.
IDEA
Requirements for Preschoolers with Disabilities: Challenging Behavior
Division for Early Childhood, Council for Exceptional Children, and ASPIIRE IDEA Partnership Project,
2000
This document is an excerpt from the guide IDEA Requirements for Preschoolers with Disabilities:
IDEA Early Childhood Policy and Practice Guide (listed above). The 24-page guide focuses specifically
on questions and answers related to young children with disabilities (ages 3 through 5) who exhibit
difficult to manage behaviors in a variety of early childhood settings. The guide also includes a
pull-out
chart of selected IDEA provisions that address a preschooler's challenging behavior. To order,
call the Council for Exceptional Children at 1-888-232-7733 or e-mail
service@cec.sped.org. Ask for Product #P5374.
Parentally-placed
Children in Private Schools
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This Topic Brief summarizes IDEA 97's final regulations with respect to parentally-placed children
in private schools, with emphasis on major changes made from the Notice of Public Rulemaking (NPRM).
Parentally-placed
Students with Disabilities
The Urban Special Education Leadership Collaborative (USELC), and the ILIAD Partnership, 2002
This 38-page publication provides an overview of IDEA '97
regulations and relevant case law regarding
parentally-placed students with disabilities in private
schools. Included is an OSEP Memorandum on the subject
entitled "Questions and Answers on Obligations of Public
Agencies in Serving Children with Disabilities Placed by
Their Parents at Private Schools."
Questions and Answers on Obligations of Public
Agencies in Serving Children with Disabilities Placed by Their Parents at Private
Schools
Office of Special Education Programs, U.S. Department of Education, 2000
This memo from OSEP responds to requests from the field for guidance regarding
the nature and extent of school districts' obligations to parentally-placed
private school children with disabilities under Part B of IDEA. The memo is
also available in Adobe Acrobat (OSEP memo) format.
Informed Parent Consent
Families and Advocates Partnership for Education (FAPE), 2001
When a child has a disability and is receiving special education, there are times when the school
system must obtain parents' written permission before taking an action. This 2-page Facts-on-Hand
publication from FAPE lists when those times are and provides additional information about this
important parent right.Versions are available
as well in Spanish and in Hmong. To access them, visit the main FAPE publications
page at:
www.fape.org/pubs/index.htm
Prior Written Notice
Families and Advocates Partnership for Education (FAPE), 2001
When a child has a disability and is receiving special education, there are
times when the school system must give parents written notice before taking
or refusing an action. This 2-page Facts-on-Hand publication from FAPE lists
when those times are and describes what information the prior written notice
must contain and how it must be provided to parents. Versions are available
as well in Spanish and in Hmong. To access them, visit the main FAPE publications
page at:
www.fape.org/pubs/index.htm
Rights and Responsibilities of Parents of
Children with Disabilities
ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC), June 1999
This ERIC Digest (#575) briefly lists parents' rights and responsibilities in the special education
process, describes what parents can offer the IEP or IFSP process, and lists five national
organizations that can provide more information and assistance to parents.
Related Services (ND16)
NICHCY, 2001
This 20-page publication focuses upon the related services identified within
IDEA '97, including occupational and physical therapy, speech-language pathology,
transportation, and school health services. It describes what each service involves,
how children with disabilities become eligible for the services, and how the
services are determined, delivered, and funded. This publication is also available
in Spanish (ND16-sp).
Questions Often
Asked by Parents About Special Education Services
NICHCY, 1999
This is a 12-page discussion of the IDEA which answers questions about how students
with disabilities access special education and related services. This publication
is also available in Spanish (LG1-sp).
Related Services (ND16)
NICHCY, 2001
This 20-page publication focuses upon the related services identified within
IDEA '97, including occupational and physical therapy, speech-language pathology,
transportation, and school health services. It describes what each service involves,
how children with disabilities become eligible for the services, and how the
services are determined, delivered, and funded. This publication is also available
in Spanish (ND16-sp).
Rights and Responsibilities of Parents of Children with Disabilities
ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC), June 1999
This ERIC Digest (#575) briefly lists parents' rights and responsibilities in
the special education process, describes what parents can offer the IEP or IFSP
process, and lists five national organizations that can provide more information
and assistance to parents.
Understanding the Special
Education Process
Families and Advocates Partnership for Education (FAPE), 1999
This family-friendly paper shows, via a chart and explanatory text, a basic
overview of the special education process from the request for an evaluation
of the child to completion of the annual IEP meeting. Versions are available
as well in Spanish, Somali, and Hmong. To access them, visit the main FAPE publications
page at:
www.fape.org/pubs/index.htm
Every Single Student
PEER Project, 2000
This is a manual on standards-based education and students with disabilities in grades K-12.
Students with Disabilities
in Standards-Based Reform:
A Framing Paper for the National Summit on the Shared Implementation of IDEA
IDEA Partnership Projects, 2001
This framing paper discusses the multiple perspectives, research issues, and
ongoing challenges within standards-based reforms. It addresses the benefits
of standards-based curriculum for students with disabilities and the increasing
participation of students with disabilities state and district-wide assessments.
Editor's Note: This document is no longer available online as of 2005,
but plenty of other information is available at the link above.
1997 Individuals with
Disabilities Education Act Amendments Increase Access to Technology for Students
Families and Advocates Partnership for Education (FAPE), 2000
This 2-page document briefly summarizes the history of student access to assistive technology under
law, provides IDEA 97's definitions of "assistive technology device" and "assistive technology
service," and concludes that the IDEA 97 reinforce and elaborate upon a student's right to AT
dvices and services.
Assistive
Technology for Infants and Toddlers
Families and Advocates Partnership for Education (FAPE), 2000
This 4-page publication summarizes the types of assistive technology devices
that infants and toddlers use, briefly explains how a family might obtain AT
devices for their young child, and discusses issues associated with evaluating
children for AT devices or services, providing and paying for the devices or
services, and training children and others in their use.
IDEA 1997: Implications of the Transition Requirements
National Transition Network, 2000
This Policy Update issue reviews all of the changes IDEA '97 brought to transition
services, with direct quotations from the legislation. To order, call 612-627-4008, or send an
e-mail to alesh001@umn.edu.
The Individuals with
Disabilities Education Act of 1997 Transition Requirements: A Guide for States, Districts, Schools,
Universities and Families
Western Regional Resource Center, Mountain Plains Regional Resource Center, Arizona State University
West, and National Transition Network, 2000
This monograph looks closely at IDEA 97's transition requirements, suggests a process for addressing
those requirements in the IEP, and includes many sample materials.
This information is copyright free.
Readers are encouraged to copy and share it, but please credit the National
Information Center for Children and Youth with Disabilities (NICHCY).
We encourage you to share your ideas
and feedback with us!
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| Publication of
this document is made possible through Cooperative Agreement #H326N980002
between the Academy for Educational Development and the Office of Special
Education Programs of the U.S. Department of Education. The contents of
this document do not necessarily reflect the views or policies of the Department
of Education, nor does mention of trade names, commercial products, or organizations
imply endorsement by the U.S. Government. |
NICHCY
P.O. Box 1492
Washington, DC 20013
(800) 695-0285 · v/tty
(202) 884-8441 · fax
email: nichcy@aed.org
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