Individuals with Disabilities Education Improvement Act of 2004 and IDEA Regulations of 2006: Implications for Educators, Administrators, and Teacher Trainers
Individuals with Disabilities Education Improvement Act of 2004 and IDEA Regulations of 2006: Implications for Educators, Administrators, and Teacher Trainers
复制标题
2004 年残疾人教育改进法案和 2006 年 IDEA 条例：对教育工作者、管理人员和教师培训师的影响
DOI：
10.17161/foec.v39i1.6824
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Antonis Katsiyannis
中科院分区：
文献类型：
--
作者：
M. Yell;James G. Shriner;Antonis Katsiyannis
首先，我们简要回顾一下重新授权过程。接下来，我们考虑了《不让一个孩子掉队》和两份主要报告对国会重新授权《残疾人教育法》的影响。第三，我们讨论法律的重大变化。最后，我们将审查法律将如何直接影响特殊教育工作者，管理人员和教师培训。当我们讨论这些话题时，我们提醒读者，（a）法院将澄清许多条款，（B）各州将不得不改变他们的特殊教育法规，以与IDEIA保持一致。为了正确理解和实施IDEIA，教师和管理人员必须监督这些正当程序听证会，法庭案件和州法律，法规和指导方针。
First we briefly review the reauthorization process. Next we consider the influential effect that No Child Left Behind and two major reports had on Congress when it reauthorized the Individuals with Disabilities Education Act. Third, we discuss major changes to the law. We conclude with an examination of how the law will directly affect special educators, administrators, and teacher trainers. As we address these topics, we caution the reader that (a) courts will clarify many of the provisions, and (b) states will have to change their special education regulations to align with IDEIA. To understand and implement IDEIA appropriately, teachers and administrators will have to monitor these due process hearings, court cases, and state law, regulations, and guidelines.