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How Thinking in Pictures Provides Perspective - Hear what Temple Grandin had to say at the 2011 ECS National Forum on Education Policy about what matters most to helping all kids succeed....

Decreasing Dropout Rates for Minority Male Youth with Disabilities from Culturally and Ethnically Diverse Backrounds - Although graduation rates have improved for students of color and students with disabilities, more work needs to be done. This monograph explores the problems of high school dropout rates among American Indian, African American, and Latino males with disabilities. Crucial changes that must be made are offered, including an infusion of cultural competence into all aspects of education.(Susan Faircloth, Ivory Toldson and Robert Lucio, Dropout Prevention Center for Students with Disabilities, September 2014)...

Special Education: Improved Performance Measures Could Enhance Oversight of Dispute Resolution - Making greater use of mediation and resolution meetings, New York, Puerto Rico and the District of Columbia substantially reduced their numbers of due process hearings. However their rates remained relatively high. In this report, the GAO examines recent trends in dispute resolution, reports stakeholders' views on alternative methods and assesses the Department of Education's (DOE) performance measures for states. They recommend DOE collect more transparent data on states' due process decision hearings and on parental involvement. (Jacqueline M. Nowicki, GAO, August 2014)...

States Grapple with Autism's Rising Tide PDF - Autism Spectrum Disorders are the fastest-growing developmental disability in the United States. As states have struggled to respond to the phenomenon, they have formed task forces, created pilot programs and launched resource and support services. This report highlights some of what states are doing to address the issue. (Carol Kreck, ECS, February 2014)...

Variation Found in Rates of Restraint and Seclusion Among Students With a Disability - Across school districts there were 2.6 instances of restraint for every 100 students with a disability for the 2009-2010 school year compared to 0.1 instances for students without a disability, researchers found, using data from the 2009-2010 Civil Rights Data Collection and the 2009 Small Area Income and Poverty Estimates. And while the majority of U.S. school districts do not restrain or seclude students with a disability, low-poverty, low-diversity districts use restraint and seclusion more than twice as often as high-poverty, high-diversity districts. The authors conclude, “One compelling explanation for the tremendous range in rates of restraint and seclusion is profound differences in policy.” (Douglas J. Gagnon, Marybeth J. Mattingly and Vincent J. Connelly, Carsey Institute, December 2013)...

Graduation Requirements for Students with Disabilities: Ensuring Meaningful Diplomas for All Students - Students with disabilities should get college- and career-ready diplomas. Only 10-15% have disabilities that require different achievement standards. This brief recommends: setting high college and career expectations for students with disabilities, limiting the number of diploma options, identifying multiple rigorous paths to a diploma, identifying diploma options for the few students with significant cognitive disabilities, researching the impact of state graduation requirements on student outcomes. (National Center on Educational Outcomes and Achieve, November 2013)...

Children and Youth with Disabilities - See the Institute for Education Sciences' What Works Clearinghouse (WWC) for recommendations on improving services for children youth with disabilities. The WWC reviews the research on the different programs, products, practices, and policies in education. Then, by focusing on the results from high-quality research, they try to answer the question “What works in education?” The goal is to provide educators with the information they need to make evidence-based decisions. (WWC, September 2013)...

Why the Gap? Special Education and New York City Charter Schools - A national gap in enrollment rates of special education students persists between charter schools and public schools with charters lagging at about 3 percent. The author looked at a similar gap in New York City and found students with disabilities-especially those with autism or a speech or language impairment-are less likely to apply to charters in kindergarten. Surprisingly, the results do not suggest that charter schools are refusing to admit or are pushing out students with special needs. In fact, more students with previously identified disabilities enter charter schools than exit them as they progress through elementary grade levels. (Marcus A. Winters, Center on Reinventing Public Education, September 2013)...

Thirtyfirst Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, Parts B and C. 2009 - An annual report on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. Also provides information on progress: in assuring the rights of children with disabilities and their parents are protected, assisting states and localities in providing for the education of all children with disabilities, and in assessing the effectiveness of efforts to educate children with disabilities. (U.S. Department of Education, 2012)...

Boosting the Quality and Efficiency of Special Education - This study uses a database of information on special education spending and staffing to uncover significant variance in how districts staff for special education. The author concludes that if the highest-spending districts reduced their special education staffing to the national median the public could save $10 billion, and offers clear recommendations for improving special-education quality and efficiency. (Fordham Institute, September 2012)...

Research Synthesis Points on Quality Inclusive Practices - This report provides brief descriptions and supporting references for evidence-based and promising practices that support early childhood inclusion. It is organized into three major sections corresponding to the defining features of high quality early childhood: Access; participation; and infrastructure. (FPG Child Development Institute, November 2011)...

Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis - The authors describe findings from a research synthesis on content area instruction for students with disabilities. Seventy studies were identified from a comprehensive literature search, examined and coded for a number of variables, including weighted standardized mean-difference effect sizes. More than 2,400 students participated in the investigations. (National Dissemination Center for Children with Disabilities, August 2011)...

Neuroscience and Special Education - A brief overview of how links are being developed between the rapidly expanding field of neuroscience and the practice of special education. The author discusses how findings from neuroscience are being applied to the field of special education, describes outcomes from the limited research bridging the two disciplines and discusses how institutions of higher education and other organizations are creating interdisciplinary links between neuroscience and education/special education. (Eve Muller, National Association of State Directors of Special Education, July 2011)...

The World Needs All Kinds of Minds - Temple Grandin speaks about better serving kids with autism or autism spectrum disabilities and about better serving the "smart, geeky" kids who tend to be overlooked but who have enormous potential for creating new technology and making important contributions to society during their lifetimes. (video)...


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