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In all cases, the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must help teachers and related service providers (such as paraprofessional educators) understand the student's disability and how the disability affects the learning process. The IEP describes how the student learns, how the ...
It authorized fifteen states to implement 3-year IEPs on a trial basis when parents continually agree. Drawing on the report of the President's Commission on Excellence in Special Education, [49] the law revised the requirements for evaluating children with learning disabilities. More concrete provisions relating to discipline of special ...
The related services according to IDEA, "...assist a child with a disability to benefit from special education" [section 300.24(a)]. Related services also help children with exceptionalities to reach their IEP goals and objectives. In fact, in the IEP the related services section is located directly after the goals and objectives section.
Emotional and behavioral disorders (EBD; also known as behavioral and emotional disorders) [1] [2] refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress.
In the United States, Canada, and the UK, educational professionals use a student's Individualized Education Program (IEP). Another name for a student's Individualized Education Plan is a student's Individual Learning Plan (ILP). "The IEP is meant to address each child’s unique learning issues and include specific educational goals.
Special education in the United States enables students with exceptional learning needs to access resources through special education programs. "The idea of excluding students with any disability from public school education can be traced back to 1893, when the Massachusetts Supreme Court expelled a student merely due to poor academic ability". [1]
Because the law does not clearly state to what degree the least restrictive environment is, courts have had to interpret the LRE principle. In a landmark case interpreting IDEA's predecessor statute (EHA), Daniel R.R. v. State Board of Education (1989), it was determined that students with disabilities have a right to be included in both academic and extracurricular programs of general education.
Some research has suggested these classrooms are of particular benefit to students with language-based learning disabilities such as dyslexia. [6] Other research has indicated that students show growth in visuo-motor perception, arithmetic, spelling and overall self-perception through time in the resource room classroom. [ 7 ]
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