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July 30, 2008

This brief policy analysis begins with a background of the changes in federal requirements on specific learning disabilities (SLD) from 1975 to today. Findings from a survey to which 49 state directors of special education responded are described. Ten responding states are in various stages of revising their state regulations to respond to the federal changes with the other 39 having completed their regulation change process. All but three states’ regulations or possible regulations fall into one of the following options:

• Regulations require the use of response to scientific, research-based intervention and do not allow use of severe discrepancy in establishing eligibility for SLD. (8)
• Regulations allow the use of either response to scientific, research-based intervention or severe discrepancy in establishing eligibility for SLD. (28)
• Regulations allow response to scientific, research-based intervention, severe discrepancy or any other research-based alternative to be used in establishing eligibility for SLD. (10)
• Three states did not describe their possible regulations.

The document provides observations and conclusions as well as helpful references, an extract from IDEA regulations issued August 2006 and a copy of the survey used to collect data for the document. (Click here to download Adobe Acrobat Reader for free.)

June 30, 2008

This In Depth Policy Analysis begins with a working definition of UDL that incorporates the theoretical framework developed by CAST and the architectural concepts of universal design described by the Center for Universal Design. UDL is defined as the “proactive design of curricula (including learning goals, instructional methods and materials, and assessments) that are accessible and usable by all students with little or no need for additional accommodations and are compatible with available assistive technology.” Staff from six local educational agencies in five states were interviewed to gather information about UDL practices, successes and challenges. Findings are reported in the following areas:

• policies and practices;
• systemic issues;
• practical application
• supports and influences;
• benefits and challenges; and
• future directions and recommendations.

The document closes with conclusions and relevant appendices.(Click here to download Adobe Acrobat Reader for free.)

May 15, 2008

This Brief Policy Analysis is a synthesis of two reports developed for the website, Primers on Implementing Special Education in Charter Schools. A background on charter schools is given prior to the syntheses of the reports. The two reports each focus on a distinctive type of charter school: 1) schools designed for students with disabilities and 2) virtual charter schools. In the case of the charter schools for students with disabilities report, the author shares legal and policy contexts and typical issues. Regarding virtual charter schools, the report shares information on how special education is handled in this context. An observation section is provided following the report syntheses. (Click here to download Adobe Acrobat Reader for free.)

May 15, 2008

This In-Depth Policy Analysis is the result of findings based on a survey sent to all special education units of state education agencies. The survey requested information about the use of 10 alternative dispute resolution processes not specifically required under IDEA, the extent of their use, and other information. The 10 processes studied are:

• Conflict resolution skills training;
• Stakeholder management or oversight council;
• Parent-to-parent assistance;
• Dispute resolution case managers;
• Telephone intermediary;
• IEP facilitation;
• Third-party opinion or consultation processes;
• Early complaint resolution; and
• Resolution meeting facilitation.

Each of these processes is defined and findings are described under each process. Factors that impact the use of these processes are discussed and conclusions are drawn. (Click here to download Adobe Acrobat Reader for free.)