NCLB 2001
    All teachers who teach the “core academic subjects” must be highly qualified. A teacher who is highly qualified is one who (1) has obtained full State certification or has passed a State teacher licensing examination and holds a license to teach in the State, (2) holds at least a bachelor’s degree, and (3) has demonstrated competence in the subjects in which he/she teaches.
    Professional Development, for example, that is aligned with State content and achievement standards as well as assessments.
    ...to the extent appropriate, is to include training in the use of technology that can improve the quality of teaching in the curricula and core academic subjects
    professional development should, among other pedagogical activities, “provide instruction in methods of teaching children with special needs” and “provide training in how to teach and address the needs of students with different learning styles, particularly students with disabilities…”
    encourages the development of programs to train and hire regular and special education teachers, including the hiring of special education teachers who will team-teach classes that include students with and without disabilities
    Special Programs and Services
    School districts must arrange for the provision of supplemental educational services, from a State-approved provider, for children from low-income families, including children with disabilities, who attend schools that have failed to make “adequate yearly progress” for three consecutive years
    For students with disabilities, the supplemental educational services must be consistent with the child’s IEP; the services, however, do not have to meet the goals of the IEP and are not considered part of the IEP.
    Early identification of struggling readers followed up with carefully targeted literacy instruction, can reduce the number of students referred to special education. Moreover, effective reading instruction in the early grades can provide the foundation for the establishment of literacy skills that are crucial for later content area learning in the core curriculum subjects.
     IDEA 2004
    IEP  must include statements of  how the student will be involved in  and how the disability affects   involvement and progress in the general curriculum
    annual goals, including academic and functional, designed to meet child needs that result from disability   (must have benchmarks or short term objectives for students taking alternate assessment)
    related services and appropriate supplementary aids and services, program, or supports for school personnel that will provided for the child
    IEP team must include at least one regular education teacher that must be about the general curriculum and availability of resources, and at least one highly qualified special education teacher
    IEP must include an explanation of why, if the student will not participate in the regular class
    student cannot be removed  from general education classroom solely because of the need for modifications
    In order for a special education teacher to be highly qualified he/she must (1) have obtained full State certification as a special education teacher or have passed a State special education teacher licensing examination and hold a license to teach as a special education teacher in the State; (2) have not had special education teacher certification or licensure waived; and (3) hold at least a bachelor’s degree. Moreover, special education teachers must demonstrate subject matter competence in accordance with the requirements for new and veteran elementary, middle and high school teachers under NCLB.   (See Highly Qualified Guidance Document for more information and updates.)
Last Modified on May 17, 2017