The employment figures that states submit to the federal government are sometimes wildly wrong, complicating the task of responding to the nationwide shortage of special educators.

After investing eight years on a system that fell far short of expectations, the city is gearing up to replace or fix it.

Sleep disordered breathing (SDB) and behavioral sleep problems (BSPs) affect cognitive, behavioral, and language development. No studies have examined associations between SDB and BSPs across early childhood, and later special education need (SEN), on a population basis.

A history of SDB through 5 years of age was associated with ~40% increased odds of SEN at 8 years, among >11 000 children. BSPs were associated with 7% increased odds of SEN, for each additional ~12 months of reported BSPs. (Read the full article)

Poor neurocognitive outcomes are associated with some types of congenital heart defects (CHDs). Guidelines for developmental screening for children with CHDs have been published. Population-based information on special education services needed among children with CHDs is limited.

Children in metropolitan Atlanta with congenital heart defects (CHDs) received special education services more often than children without birth defects. These findings highlight the need for special education services and the importance of developmental screening for all children with CHDs. (Read the full article)

The rule requires states to use a standard method in determining if districts are biased in how they identify minority students, discipline them, or place them in restrictive settings.

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.

Advocates for increased federal funding for special education cheered Thursday when the issue was raised on the Democratic presidential debate stage in Los Angeles.

The Government Accountability Office finds that parents often have a hard time initiating complaints about special education services, but that these barriers don't affect all parents in the same way.

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.

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 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.

The Government Accountability Office finds that parents often have a hard time initiating complaints about special education services, but that these barriers don't affect all parents in the same way.

A new guide from the National Center for Learning Disabilities and Understood.org offers advice on how school leaders can best serve students with disabilities and support special education teachers.

Delaware is among three states using federal grants to develop school and district leaders who understand the complexities of special education.

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.

With the coronavirus pandemic pressing tens of thousands of the nation's school districts into extended closures, education administrators across the nation are wrestling with a complex and legalistic problem: how to keep services flowing for students with disabilities.

The Education Department says federal law should not be used to prevent schools from offering online learning to all students, including those with disabilities.

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.

The proposed priority for special education grants is the latest push by the U.S. Secretary of Education to embed more choice for students and educators in federal K-12 funding.

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.

Calls to fully fund the nation's main special education law resound on the campaign trail, but a complex array of factors make that an elusive goal.

International Journal of Early Childhood Special Education

Online Resource