Recent amendments to the federal special education law, the Individuals with Disabilities Education Act (IDEA '04), include several revisions to the requirements for transition planning designed to improve postsecondary results for students with disabilities.
The Individuals with Disabilities Education Act (IDEA) is the main federal program authorizing state and local aid for special education and related services for children with disabilities, including students with LD. For details, explore this outline of IDEA.
Tools and procedures that provide equal access to instruction and assessment for students with disabilities. Designed to "level the playing field" for students with disabilities, accommodations are generally grouped into the following categories:
- Presentation (e.g., repeat directions, read aloud, use of larger bubbles on answer sheets, etc.)
- Response (e.g., mark answers in book, use reference aids, point, use of computer, etc.)
- Timing/Scheduling (e.g., extended time, frequent breaks, etc.)
- Setting (e.g., study carrel, special lighting, separate room, etc.).
The U.S. Department of Education approved new federal regulations governing the implementation of the Individuals with Disabilities Education law as amended by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004).
The Individuals with Disabilities Education Act (IDEA) is the nation’s federal special education law that ensures public schools serve the educational needs of students with disabilities. IDEA requires that schools provide special education services to eligible students as outlined in a student’s Individualized Education Program (IEP). IDEA also provides very specific requirements to guarantee a Free Appropriate Public Education (FAPE) for students with disabilities in the least restrictive environment (LRE). FAPE and LRE are the protected rights of every eligible child, in all fifty states and U.S. Territories.
NCLD believes that access to the classroom curriculum via digital textbooks is becoming more important as learning becomes more connected to digital media and technology. We all know our kids spend an inordinate amount of time “playing” with technology.
In December 2011, the Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities, which was authorized by Congress, issued a ground-breaking report. NCLD’s Executive Director, Jim Wendorf, served as Vice Chair.