Peer-Reviewed Research & Research Based Instruction

The Individuals with Disabilities Education Act (IDEA) when reauthorized in 2004 introduced the concept of Research Based Instruction. This was done in order to align the regulations with the No Child Left Behind Act and to hold Schools more accountable for the lack of progress children with disabilities were making in their classrooms.

Congress, in their findings, determined, “the implementation of this title (IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.”

With these findings in mind congress added to IDEA that all Individualized Education Programs (IEPs) must include, “a statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child”

The first problem with this addition was IDEA did not define the term “peer-reviewed research” anywhere in the regulations. This created a number of requests for clarification which was addressed in the Federal Register / Vol. 71, No. 156 Page 46664:

“Peer-reviewed research” generally refers to research that is reviewed by qualified and independent reviewers to ensure that the quality of the information meets the standards of the field before the research is published. However, there is no single definition of ‘‘peer reviewed research’’ because the review process varies depending on the type of information to be reviewed. We believe it is beyond the scope of these regulations to include a specific definition of ‘‘peer-reviewed research’’ and the various processes used for peer reviews.

Read more of Doug Goldberg's Special Education Advisor article HERE.

Top Ten Special Education Supreme Court Cases

The list outlines the top ten Special Education Supreme Court Cases and a short description of each ruling. See Doug Goldberg's Special Education Advisor Blog HERE.

A Challenge to All Fathers With Special Needs Children

It might take a village to raise a child, but it takes a nation to raise a special needs child. Once the nation gets involved and laws are enacted, complications always arise. This is why it is so important for BOTH parents to be fully involved in their child’s special education needs. As a parent of a special needs child and an Advocate I attend many IEP meetings, workshops, seminars and conferences. The majority of attendees at these functions are women. It always amazes me when I attend an IEP meeting and Mom is alone. Even worse when I ask Dad, “what is your child’s eligibility in their IEP” and he answers, “I’ll have to ask my wife”. For those Dads that attend IEP meetings, know what’s in their child’s IEP and help with therapies, I applaud you. For those Dads that think this is their spouse’s responsibility because you work fulltime, you are wrong. How do I know, because I was once you.

Read Doug Goldberg's article in the Special Education Advisor HERE.

Don’t Sweat the Milestones

Here is an article by By Doug Goldberg from the Special Education Advisor Blog :

Understanding and recognizing when your child isn't reaching their developmental milestones at the appropriate age is an important part of getting early intervention, but after that don’t sweat it! If you have the problem diagnosed and are providing your child with as much intervention as you can stressing over what your child can’t do isn’t going to help anyone.

Read more HERE.