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  E-mail Message: I thought you might be interested in this item at http://www.worldcat.org/oclc/681778113 Title: When We Really Believe: How Louisiana's St. Tammany Parish School System Is Reconciling IDEIA with the NCLB Mandate Publisher: Pi Lambda Theta, Inc. 4101 East Third Street, Bloomington, IN 47401-5599. Tel: 800-487-3411; Fax: 812-339-3462; e-mail: office@pilambda.org; Web site: http://www.pilambda.org/horizons/publications%20index.htm ISBN/ISSN: 0013-175X OCLC:681778113

  
  

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When We Really Believe: How Louisiana's St. Tammany Parish School System Is Reconciling IDEIA with the NCLB Mandate

Author:	Maria C Guilott; Gaylynn Parker
Publisher:	Pi Lambda Theta, Inc. 4101 East Third Street, Bloomington, IN 47401-5599. Tel: 800-487-3411; Fax: 812-339-3462; e-mail: office@pilambda.org; Web site: http://www.pilambda.org/horizons/publications%20index.htm
Edition/Format:	Article : English
Publication:	Educational Horizons, v88 n4 p231-248 Sum 2010
Database:	ERIC The ERIC database is an initiative of the U.S. Department of Education.
Other Databases:	ArticleFirst
Summary:	The "all children can learn" call to action made no exceptions when it appeared on the educational landscape, and educators began to shift their thinking to ensure that students with disabilities were challenged in academic achievement. Two federal mandates, not only No Child Left Behind (NCLB 2001) but also the Individuals with Disabilities Education Improvement Act (IDEIA 2004), have both sought to close the achievement gap for students with disabilities. Two authorities believe that NCLB and IDEIA have "drastically changed the way in which educators and the general public look at outcomes for children with special needs." With the advent of NCLB, which prominently placed students with disabilities in the accountability systems as a viable subgroup, the established, well-intentioned practices of accommodating students "out of learning" changed to finding ways to help those students access and succeed using the general curriculum. The sanctions for failing to attain Adequate Yearly Progress (AYP) in any subgroup prompted a flurry of quick fixes across the nation. This article seeks to examine how programming, district issues, curriculum, instruction, professional development, and focused interventions contribute to narrowing the achievement gap for students with disabilities, as demonstrated by improvements of one district, St. Tammany Parish Public Schools in Louisiana, on state test results meeting NCLB requirements. (Contains 3 figures and 8 tables.)  Read more...
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