Districts could face a rising tide of special education-related lawsuits and complaints when schools resume, experts say, if they still cannot offer the services that students with disabilities missed out on for months.
Congress should not grant flexibility from the federal special education law's key components due to the coronavirus pandemic, U.S. Secretary of Education Betsy DeVos has told federal lawmakers.
The requests put the nation's special education administrators in conflict with disability rights advocates who fear waivers will place millions of special education students at risk.
Nearly 30 disability rights and education advocacy organizations have launched a new resource hub and online network designed to help special educators during the coronavirus crisis.
To the Editor: As an occupational therapy student, I have concerns about the funding schools are currently receiving. ("Why the Feds Still Fall Short on Special Education Funding," Jan. 10, 2020). I believe federal funding for the Individuals with Disabilities Education Act (IDEA) should be granted in full.
Some educators and advocates fear the rule will dissuade immigrants from seeking certain government benefits, and that further burdens will fall on schools.
For decades, special education advocates have urged the federal government to "fully fund" the Individuals with Disabilities Education Act. Here are some examples 'ripped from the headlines' of how the funding gap is affecting school districts.
The most popular special education stories of the year examined the broken promises of special education, the aftermath of the lead crisis in Flint, Mich., and how educators lack confidence in their ability to meet the needs of children with disabilities.
When can schools use federal funds to help students with disabilities prepare for life after special education? A new resource from the federal education department offers a road map.
Identifying and supporting students who are eligible for English-language acquisition and special education support can leave teachers feeling underprepared and overwhelmed. A new policy paper offers support.
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