How are Data Systems Used in Inclusive Schools?

Authored by: Nancy L. Waldron , Janise Parker , James McLeskey

Handbook of Effective Inclusive Schools

Print publication date:  May  2014
Online publication date:  May  2014

Print ISBN: 9780415626057
eBook ISBN: 9780203102930
Adobe ISBN: 9781136242434

10.4324/9780203102930.ch12

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Abstract

Since the passage in 1975 of PL 94–142, the Education for All Handicapped Children Act (EHA), there has been a substantial increase in funding for special education programs in the U.S. (Parrish, Harr, Wolman, Anthony, Merickel, & Esra, 2004). During this same time, evidence-based research practices have been identified that have proven effective in addressing the academic and behavioral needs of many students with disabilities (Cook & Odom, 2013). Furthermore, reauthorizations of the EHA (subsequently renamed the Individuals with Disabilities Education Act [IDEA]) have provided increasing support for ensuring that students with disabilities have access to the general education curriculum and make progress in that content (IDEA, 2004). In spite of this broad range of support to improve the quality of special education programs, outcomes for students with disabilities remain well below desirable levels.

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