How Endrew F. v. Douglas County School District (2017) Changes IEPs: A look at IDEA for General Education Teachers
Most general education teachers receive training on education law in their credential programs, where they learn about the Individuals with Disabilities Education Act (IDEA), student Individualized Education Programs (IEPs), and teacher responsibilities for working with students with special needs. However, authors Michael A. Couvillon et al. argue that education law is an area in which teachers should receive ongoing training provided by school districts: “Special education law is one area of information that should be included in staff development activities of public school teaching and administrators; unfortunately, it is frequently overlooked” (1).
They look like pens. They look like USB drives. Some even look like small, slick classroom remote devices. But they’re not used to record or transmit information. These devices are used for vaping.
Over the past five years, vaping—using e-cigarettes—has become increasingly prevalent among both teens and adults, and teachers have no doubt heard students discuss the topic, either in their classrooms or in the hallways at school. But many teachers may be unaware of the statistics about teen vaping and vaping’s link to future marijuana use.
When it comes to speaking in front of the class, some students shine and others find the experience dreadful. For authors Craig O. Stewart et al., the level of comfort that students have with public speaking is not simply a matter of preparation and student demeanor. Rather it is largely a matter of whether students perceive public speaking as a skill that can be developed or a “gift” that students either have or don’t have.
Building Peer Support and Friendships for Autistic Students in General Education Classes
Over the past 15 years, students with Autism Spectrum Disorder (ASD) have spent increasing amounts of time in general education classrooms. Authors Erik W. Carter et al. explain that between 2001-2012, students with ASD “who spent more than 40% of their school day in general education classrooms increased from 39.6% to 57.6%” (207). Although ASD students are exposed to general ed content alongside their school peers, the general ed environment is socially challenging. Previous studies have documented that students with ASD “have few peer interactions in general education classrooms, spend limited time in close proximity to classmates, and infrequently participate in collaborative work with peers” (207). This relative isolation can be attributed to both the students’ social challenges, as well as instructional formats that limit the number of opportunities ASD students (and students in general) have to interact with peers (208).