Council of Parent Attorneys and Advocates, Inc. v. Elizabeth (Betsy) DeVos, Secretary of Education; Johnny W. Collet, Assistant Secretary for Rehabilitative Services; U.S. Department of Education (PDF)
After a full year of "Delay Regulation" the United States District Court for the District of Columbia ordered the implementation of 2018 federal significant disproportionality regulations.
Citation/Source
United States District Court for the District of Columbia. 2019. Council of Parent Attorneys and Advocates, Inc. v. Elizabeth (Betsy) DeVos, Secretary of Education; Johnny W. Collet, Assistant Secretary for Rehabilitative Services; U.S. Department of Education. Civil Action No. 18-cv-1636 (TSC). https://youthlaw.org/wp-content/uploads/2018/07/031-Memorandum-Opinion-re-Defendants-Motion-to-Dismiss-14-Plaintiffs-Motion-for-Summary-Judgment-16-and-Defendants-Motion-for-Summary-Judgment-22-1.pdf.
Publication Date 2024
(The) Special EDge (PDF)
Newsletter addressing legal, policy, and human aspects of disproportionate representation.
Citation/Source
California Department of Education (2010).
Publication Date 2024
Office of Special Education Programs (OSEP) Topic Brief and Links to Discussion Guides, Disproportionality and Overidentification (WEBSITE)
Click on each of the regulation titles to find questions for leading dialogue.
Citation/Source
Click on each of the regulation titles to find questions for leading dialogue.
Publication Date 2024
Local Education Agency Reports (WEBSITE)
Short summaries of outcome data for special education programs and students in California school districts.
Citation/Source
Short summaries of outcome data for special education programs and students in California school districts.
Publication Date 2024
CCBD’s Position Summary on Federal Policy on Disproportionality in Special Education (PDF)
The paper by the Council for Children with Behavior Disorders critically questions the effectiveness of federal policy and disproportionality monitoring mechanisms. It is an important piece to read because it questions how the provisions in IDEA, and compliance to IDEA, can address disproportionate outcomes. It offers practitioners the chance to reflect on how they understand IDEAs relationship to abatement of disproportionate outcomes.
Citation/Source
Skiba, R., S. Albrecht, and D. Losen. 2012. CCBD’s Position Summary on Federal Policy on Disproportionality in Special Education. Arlington, VA: Council for Children with Behavioral Disorders.
Publication Date 2024
IDEA, Positive Behavioral Supports, and School Safety (ARTICLE)
The article describes how PBIS was included in the 1997 reauthorization of the Individuals with Disabilities Act (IDEA) and stresses the usefulness of PBIS for ensuring a free and appropriate education for students with disabilities and for protecting students at schools. The article is useful to practitioners and state and local education agencies that seek to understand the links between policy, practice and student outcomes.
Citation/Source
Turnbull, R. H., Wilcox, B., and others. “IDEA, Positive Behavioral Supports, and School Safety.” Journal of Law and Education, 30(3), 2001: 445-503.
Publication Date 2024
Disproportionality and Overrepresentation, Module 5 from Building the Legacy: A Training Curriculum on IDEA 2004 (WEBPAGE)
Includes slideshow, trainers guide, and participant handouts for explaining what states, districts, and schools must now do to address disproportionate representation, including significant disproportionality, as outlined in IDEA 2004. NOTE: After September 30, 2014 all of the NICHCY resources will be housed in the Center for Parent Information and Resources Library at http://www.parentcenterhub.org/resources
Citation/Source
National Dissemination Center for Children with Disabilities: NICHCY (2005).
Publication Date 2024
The Assessment Data Journey (WEBPAGE)
This tool uses the metaphor of a road map to help both general and special education staff understand how assessment data is gathered, monitored, and submitted to the federal Office of Special Education Program. The importance of timely data reporting and the distinction between general and special education procedures are highlighted.
Citation/Source
IDEA Data Center. (n.d.) The Assessment Data Journey. https://ideadata.org/datajourney/ (accessed April 17, 2020).
Publication Date 2024
Preschool LRE Reference Points and Discussion Prompts (Webpage)
This document is a summary of the Least Restrictive Environment (LRE)
provisions of the IDEA as applicable to preschool aged children with disabilities.
Citation/Source
Early Childhood Technical Assistance Center. 2022. Preschool LRE Reference Points and Discussion Prompts. https://ectacenter.org/topics/iep/iep-reference.asp (accessed September 16, 2022).
Publication Date 2024
Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders (PDF)
In this technical assistance document (a companion to the Questions and Answers: Addressing the Needs of Children with Disabilities and IDEA’s Discipline Provisions, which outlines the legal requirements related to behavior support and discipline for eligible students with disabilities under IDEA), the Office of Special Education Programs (OSEP) provides information about resources, strategies, and evidence-based practices that (while not required by law) can help States, LEAs, schools, early childhood programs, educators, and families in their efforts to meet IDEA requirements and, in doing so, improve outcomes for children with disabilities.
Citation/Source
Office of Special Education Rehabilitative Services. 2022. Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders https://sites.ed.gov/idea/files/guide-positive-proactive-approaches-to-supporting-children-with-disabilities.pdf (accessed September 16, 2022).
Publication Date 2024
