IDEA and Special Education Annotated Essay

Bowen, S. and Rude, H. (2006). Assessment and educatees with disabilities Issues and challenges with instructional reform. arcadian Special Education Quarterly, 25 (3), pp. 24-30. Retrieved October 14, 2008, from shoalman reckon Premier database. Bowen and Rude pointed step to the fore that the 2004 reauthorization of belief reflected an effort to align composition with NCLB. This obligate focuses specifically on the chore of accountability, eligibility for e redundant(a) schooling services, summary of performance, and changeover services for finical(a) preparation pupils. withal include ar guiding principles for selecting get accommodations for assessments.Ketterlin-Geller, L. (2007). Recommendations for accommodations Implications of (in)consistency. Remedial and Special Education, 28 (4), pp. 194-206. Retrieved October 14, 2008, from schoolman Search Premier. The author noted the grandeur of appropriate accommodations for students who involve circumscribed needs. Unfortunately, student IEPs are often not aline with the actual accommodations that are made in the classroom. This disagreement between the classroom instructor and the IEP team results in inconsistent accommodations which, check to Ketterlin-Geller, have a negative marrow on student outcomes.The author defined several possible causes for these inconsistencies. Ketterlin-Geller concluded, Regardless(prenominal) of the steady down cause for the disagreement between IEPs and teachers, the original system is placing teachers in the awkward persuasion of enacting a set of predetermined, legally spine guidelines with the intention of providing the support needed for their students to succeed. Lynch, S. and Adams, P. (2008). growth standards-based Individualized Education Program objectives for students with operative needs. Teaching Exceptional barbarianren, 40 (3), pp. 36-39.Retrieved October 14, 2008, from schoolman Search Premier. Lynch and Adams noted the obser vable conflict between the expectations of NCLB and the requirements of fancy set forth guidelines that may be used to suffice districts to develop assessments that are inline with student IEPs. This article focuses on developing assessments that address pre-symbolic levels of eruditeness, archean symbolic learning, and expanded symbolic levels of learning. internal Education Association (2004). IDEA and NCLB convergency of Access and Outcomes. Retrieved October 14, 2008, from http//www. nea. org/specialed/images/ideanclbintersection. pdfThis 47-page booklet describes the implications of NCLB for IDEA. Section champion of the booklet addresses standardized assessments for students with disabilities, including acceptable accommodations on a lower floor NCLB. The booklet alike addresses how special grooming may affect Annual every year Progress (AYP) reports. The schoolbook includes several relate to documents that may be used for form _or_ system of government guidanc e for districts that are developing policies for special education. Turnbull, H. (2005).Individuals With Disabilities Education moment Reauthorization Accountability and personal responsibility. Remedial & Special Education, 26 (6), pp. 320-326. Retrieved October 14, 2008, from schoolman Search Premier database. Turnbull noted that IDEA 2004 reflects the concept that the teacher, the school, and the federal government dowery in the responsibility of improving student outcomes. Turnbull argued that this scope of responsibility must besides include parents and students if learning and student skill are to take place. U. S. coition (2002). No sister Left Behind Act of 2001. humanity Law 107-110. 2002. Retrieved October 14, 2008, from http//www. ed. gov/legislation/ESEA02/107-110. pdf This is the full phase of the moon text of NCLB. Altogether, the law is 670 pages long.The sheer batch of NCLB makes it difficult for many parents and school administrators to determine through understand. References to IDEA and special education are spread throughout the broadside however, the most reference with the most signification for special education is found on page 1448-1449, in which not less than 95 percent of students, including students in special education, are required to take assessments with accommodations, guidelines, and secondary assessments provided in the same manner as those provided under the Individuals with Disabilities Education Act (IDEA).U. S. Congress (2004). Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446. Retrieved October 14, 2008, from http//www. copyright. gov/legislation/pl108-446. pdf The full text of the 2004 reauthorization of IDEA. It is interesting to note that although IDEA 2004 was passed 2 years after the enactment of NCLB, there is no reference to NCLB in IDEA 2004. IDEA 2004 does note, however, that all children with disabilities are included in all general call down and districtwide a ssessment programs (p. 40).Provisions are alike made for alternate(a) assessments. The philosophy of NCLB is also reflected in the IDEA 2004 requirement that states and school districts shall report the number of students who required an alternative assessment and how those students performed on the assessment (p. 41). Voltz, D. and Fore, C. (2006). urban special education in the setting of standards-based reform. Remedial and Special Education, 27 (6), pp. 329-336.Retrieved October 14, 2008, from faculty member Search Premier. Critics of NCLB have argued that children from low-income families are much likely to have difficulty fugitive standardized assessments. Voltz and Fore pointed out that education does not occur in a vacuum. To be effective, education reform must be linked to broader social reform, including reforms that tighten up scantiness and that address the effect of poverty on student achievement. Wakeman, S. , Browder, D., Meier, I. , and McColl, A. (2007).The implications of No Child Left Behind for students with developmental disabilities. genial Retardation & Developmental Disabilities Research Reviews, 13 (2), pp. 143-150. Retrieved October 14, 2008, from Academic Search Premier database. This freshen addresses how to develop appropriate alternative assessments for children who have developmental delays and the implications of NCLB for curriculum and instruction for these children.The authors promote teachers to work towards meeting challenging academic standards for their students with developmental delays and noted that there is no research indicating that functional skills must be mastered before academic learning can take place. Wakeman, et al. , also pointed out that the requirements of NCLB may make it more(prenominal) difficult to recruit and to retain teachers who are qualified to work with this population. Wasta, M. (2006). No Child Left Behind The death of special education? Phi Delta Kappan, 88 (4), pp. 298-299.Retrieved October 14, 2008, from Academic Search Premier. In this editorial, Wasta argues that NCLB includes unrealistic expectations for the educational outcomes of students with disabilities. Wasta fears that NCLB may lead some schools to eliminate their special education programs altogether. Despite his concerns about NCLB, Wasta contends that special education students should not be apologize from assessments and other provisions of the law. Instead, NCLB should be modify to include realistic expectations for special education students and special education programs.