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The "stay-put provision" makes me happy. If due process is occurring, it's best if the student remains in the classroom setting they were in before the complaint was filed. Moving the student out of their familiar setting and into a new one without adequate reasons could be very inappropriate and could do even more harm to the student.

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Page 33 talks about how getting an estimate of a student during an eval. might be a better scenario. I had no idea that having a parent in the room would even be an option, and I see how it would make sense if the child is young and has anxiety, but I also don't really see this as being fair. Who decides if the parent should be there? The parent or the administrator of the test?

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"The state cannot elect to ignore federal mandates; however, the specific manner in which states implement the law can be determined by each state".

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I never thought of this before, but I can see how some teachers may feel more inclined to refer a student for services if he/she has had their sibling in the past who has had issues or problems in school. I want to be a teacher who looks at every child as an individual, because it's terribly wrong if a teacher assumes that a child will be like their sibling. This makes me wonder- what is the percentage of families served under IDEA who have more than 1 child receiving special education services?

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But as I look at this further, there probably is some truth to the numbers. After looking up info, I found that there are only 1.4 million pacific islanders in America, but that 15.3% of the population is Hispanic (about 21 million people), so of course there will be some natural fluctuation in terms of how many children are in special education regarding race

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The chart reaffirmed what I already learned of how certain races are overrepresented in special education. There are huge gaps between the #s of white, black, and Hispanic children vs. the #s of pacific islanders.

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It's interesting to look at the chart on page 22... this chart outlines the # of children served under IDEA by race/ethnicity

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I don't remember learning about a dynamic assessment. This type of assessment includes interaction or teaching and prompting to determine a student's potential to learn a new skill rather than testing for mastery

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Over 1/3 of students in special education get reclassified or terminated from special education. This is a significant amount of students!! I believe that using RTI will decrease the number of students who are inappropriately placed in special ed.

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It's great to see that the % of students with disabilities graduating has generally increased since 2001!

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It's interesting to see that between 2004-2007, the percentage of graduates within students with deaf-blindness really fluctuates.
2004- 53.7%
2005- 64.5%
2006- 74.3%
2007- 56.8%
Why is there such a difference between these few years?

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% of students with disabilities who graduated with a high school diploma