SE-5005 v4

Yell, M. L. (2019). The law and special education (5th ed.). Pearson Education Inc.

• Read Chapter 7, which provides an overview of the Every Student Succeeds Act (ESSA) which replaced No Child Left Behind (NCLB). You will want to pay close attention to the requirements of ESSA as they relate to students with disabilities.

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National Center for Learning Disabilities. (2024). Learn the Law: Every Student Succeeds Act.

• This website from NCLD focuses specifically on the impact that ESSA has on students with disabilities. Since ESSA covers many aspects of education, this specific focus will help you understand the impact that ESSA has had and continues to have in special education

Center for Parent Information & Resources. (2017, January). Assessments for students with the most significant cognitive disabilities: ESSA fact sheet. Parent Center Hub.

• This fact sheet examines alternate assessments for students with severe cognitive disabilities. Additionally, information is provided on the roles and responsibilities of the student’s IEP team and much more.

U.S. Department of Education (n.d.) Where can I find my "State Report Card" website?

• ESSA requires every state to develop a concise and easily understandable "State Report Card" that is accessible online and provides parents with important information on test performance in reading, math, and science. This link will take you to a master list of State’s Report Cards. Note: If your specific state link is not valid, you can get this information from your state’s Department of Education (per ESSA requirement)

Skinner, R. R. (2024). The Elementary and Secondary Education Act (ESEA), as Amended by the Every Student Succeeds Act (ESSA): A Primer. Congressional Research Service: Report, 1–45.

• This Congressional Report outlines the key provisions of ESEA since the adoption of ESSA as a replacement for NCLB. This will be helpful in writing your position paper for the week 4 assignment.

Yell, M. L. (2019). The law and special education (5th ed.). Pearson Education Inc.

• Read Chapter 11 which outlines the requirements of LRE as put forth in four different tests that have been applied in various judicial districts.

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Yell, M. L. (2019). The law and special education (5th ed.). Pearson Education Inc.

• Read Chapter 8 on Free and Appropriate Public Education (FAPE), which outlines the IDEA requirements to provide a free and appropriate education
  
• Read pp. 287- 313 of Chapter 12 on dispute resolution from mediation to due process hearings. Since special education can be a litigious field, you may wish to base some of your interview questions on the processes that the school has in place for resolving disputes. This section looks at the processes and some possible outcomes of due process hearings.

Access your textbook via the Bookshelf tab in the top navigation bar of your course.

Yell, M. L., & Bateman, D. (2020). Defining Educational Benefit: An Update on the U.S. Supreme Court’s Ruling in “Endrew F. v. Douglas County School District” (2017). TEACHING Exceptional Children, 52 (5), 283–290. https://doi.org/10.1177/0040059920914259

• This article examines the effects of the Endrew F. ruling 3 years after it was announced. The authors also eview the definition of FAPE in the IDEA, reexamine and update the Supreme Court's decision in Endrew F., and extrapolate principles for educators from Endrew F. with respect to development of students' IEPs.