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Disability laws prohibit colleges and universities from denying students admission into their programs because of a disability if they are otherwise qualified. Help steer your institution away from legal problems by knowing how the courts and the Office for Civil Rights have ruled in recent cases involving the admission of prospects with disabilities.

Intro -- Contents -- Preface -- The Education of Students -- with Disabilities: Alignment -- Between the Elementary -- and Secondary Education Act and -- the Individuals with Disabilities -- Education Act( -- Summary -- Introduction -- Standards11 -- Background -- Alignment Issues -- Assessments -- Background -- Alignment Issues -- Accountability68 -- Background -- Alignment Issues -- Teachers89 -- Background -- Alignment Issues -- Appendix A. Selected Acronyms -- Appendix B. IDEA, Part B Indicators -- End Notes -- The Individuals with Disabilities Education Act (IDEA), Part B: Key Statutory and Regulatory Provisions( -- Summary -- Introduction -- Background -- Services for Children -- with Disabilities -- Children with Disabilities -- Free Appropriate Public Education (FAPE) -- Identification and Evaluation -- Identifying and Evaluating a Child with a Disability -- Identifying and Evaluating a Child with a Specific Learning -- Disability (SLD) -- The Individualized Education Program (IEP) -- Content of IEP48 -- The IEP Team52 -- Special Education and Related Services -- Coordinated Early Intervening Services (CEIS) -- Response to Intervention (RTI) -- Highly Qualified Teachers -- The Educational Environment -- Children with Disabilities in Private Schools79 -- Procedural Safeguards -- Mediation96 -- Due Process Complaint Procedures -- State Complaint Procedures103 -- Discipline106 -- Funding, Expenditure Requirements, -- and Compliance -- Funding -- State Formula Allocations -- State-Level Activities -- LEA Formula Allocations -- State and LEA Expenditure Requirements -- Maintenance of Effort (MOE) -- Supplement, Not Supplant -- Compliance -- Monitoring -- Enforcement -- Appendix A. Structure of IDEA -- Part A-General Provisions -- Part B-Assistance for Education of All Children -- with Disabilities

This research brief summarizes issues related to campus climate issues and disability, to improve social and educational outcomes for students with disabilities, support faculty and staff with disabilities, and increase understanding of disability among nondisabled members of the campus community. Instead of relying on disability services offices to address all aspects of disability on campuses, this report argues for various constituencies beginning a cultural shift on campuses to create a more positive campus climate for people with disabilities. Definitions of campus climate are provided, with examples of barriers for students with disabilities. Policy and practice recommendations include conducting evaluations of existing disability practices, creating diverse ways for the campus community to get information about disability, and supporting campus-wide engagement with disability. Examples of campuses that have implemented research-based recommendations are provided, as well as considerations for future research. ; National Center for College Students with Disabilities ; Association on Higher Education and Disability

: Introduction / David F. Bateman -- Disability studies / Elizabeth A. Harkins Monaco -- Ethics / Chelsea VanHorn Stinnett and Rebecca Smith-Hill -- Intersectionality / Elizabeth A. Harkins Monaco -- Students with high and low incidence and physical disabilities / Anne Papalia and Willa Papalia-Beatty -- Physical and cognitive effects of puberty on people with disabilities / Jacquelyn Chovanes and Thomas Gibbon -- The team / Jacquelyn Chovanes and Thomas Gibbon -- Individualized education program and sexuality education / David F. Bateman -- Comprehensive sexuality and relationship education curriculum / Elizabeth A. Harkins Monaco -- Transitional considerations / Anne Papalia and Thomas Gibbon -- Sexuality education policy / David F. Bateman -- Family interactions and culture / Christine Scholma, Sara Baillie, and Elizabeth A. Harkins Monaco -- Entertainment and social media / Mary Ann Shaw and Elizabeth A. Harkins Monaco -- Summary call to action / Thomas Gibbon and Anne Papalia.

We examine the mechanisms explaining the dropout intentions of students with disabilities by integrating Tinto's model of student integration, the student attrition model, the composite persistence model, and insights from social stratification research. The resulting theoretical model posits that not only students' academic and social integration, but also their private resources (financial, home learning, and personal resources) are crucial for academic success. Analysing data from a 2020 Germany-wide student survey, we find that students with disabilities are substantially more likely to intend to drop out of higher education than students without disabilities. Linear regressions and Kitagawa-Oaxaca-Blinder decompositions show that their lower academic integration and fewer personal resources are most relevant for explaining this difference, while their lower social integration, home learning, and financial resources play subordinate roles. Further analyses reveal that dropout intent is highest among students with psychic disabilities, followed by students with learning disabilities and students with physical disabilities. Regarding all three disability groups, less academic integration and fewer personal resources are most relevant for explaining their higher dropout intent (compared to students without disabilities). However, the disability groups differ regarding the importance of the different explanatory factors. Overall, our results highlight the importance of considering both students' integration into higher education and their private resources for understanding student-group-specific dropout intent.

Transitions Service gives support to students on career and further education options while still in school, helping them make progress in achieving their goals

This editorial will at first present the thirteen different articles published in the issue. On a second level, we will focus on "overarching themes". Those themes should be understood as links between the different articles in this volume.

The purpose of this study was to examine the inclusion of students worldwide. Because the language barrier would impede the gathering of the necessary research, this study was delimited to only those English-speaking countries such as the United Kingdom, Canada, Australia, New Zealand, and the United States. The researcher examined many aspects of the education of students with disabilities in each country and how that attributed to the extent in which students with disabilities were being educated in the regular classroom. First, the researcher analyzed the legislation regarding students with disabilities, especially those directives that called for the Inclusion of them. Second, the researcher investigated the educational models used in each country to ascertain the placements available for the disabled, making special note of those that were more inclusive. Next, the researcher gathered data that examined the categorical system used to label, group, and educate the Special Education population. Finally, the researcher compared the extent to which the students with disabilities were educated in the regular classroom in each country by looking at the total proportion included as well as the percentage included in each disability category. To make a comparison of the educational attainments of each country, the researcher utilized a study by the Organization for Economic Co-operation and Development that incorporated the students with disabilities in their international assessments. Results revealed that the United States has a much more extensive legislation dedicated to the education of individuals with disabilities than does the United Kingdom, Canada, Australia, and New Zealand. As a result, the United States' placement models and categorical systems are just as complex. Data also confirmed that other countries are including their disabled population in a regular education classroom at a much higher rate than that of the United States. Finally, the international study found that the United States performed worse than all the other countries in the subject areas assessed: Reading, Math, and Science. Recommendations for further research included the examination of teacher education programs world wide, comparison of provincial and territorial regions in Canada and Australia, and a comparison of graduation rates for those students with disabilities in inclusive settings and those in segregated settings. ; 2005-12-01 ; Ed.D. ; Education, Department of Educational Research, Technology and Leadership ; Doctorate ; This record was generated from author submitted information.

Title Page -- Copyright -- Contents -- About Our Authors -- About REA -- Acknowledgments -- Chapter 1: Passing the NYSTCE Students with Disabilities Test -- How to Use this Book + Online Prep -- Getting Started -- An Overview of the Test -- What Is Assessed on the NYSTCE Students with Disabilities Test? -- Scoring the NYSTCE Students with Disabilities Test -- Study Schedule -- Test-Taking Tips to Boost Your Score -- The Day of the Test -- Chapter 2: Competency 0001. Foundations of Special Education -- Historical Changes -- IDEA -- Referrals -- Assessment -- Confidentiality

College students with disabilities develop and utilize strategies to facilitate their learning experiences due to their unique academic needs. Using a semi-structured interview technique to collect data and a technique based in grounded theory to analyze this data, the purpose of this study was to discern the meaning of disclosure for college students with disabilities in relation to the strategies they invoke while seeking accommodations. The study revealed three underlying themes common to the accommodation-seeking strategies of the participants who were academically successful college students with disabilities. These themes include: scripting disclosure of one's disability; negotiating accommodations with faculty; and downplaying one's disability status.

The purpose of this report was to identify and provide an overview of national databases containing information about college students with disabilities. Eleven instruments from federal and university-based sources were described. Databases reflect a variety of survey methods, respondents, definitions of disability, and research questions. Some databases have been used and revised over time. Others allow for focused inquiries to current questions about college students with disabilities. Results show national databases are gathering information at important points in time during students educational careers including before, during, and after college graduation. There are, however, significant gaps in the breadth and usability of current datasets that include information on college students with disabilities. ; National Center for College Students with Disabilities ; Association on Higher Education and Disability