A U.S. Senate subcommittee voted to increase spending for young and school-age children with disabilities, but it remains to be seen whether the increases will stick in the long run.


Last year, Congress cut the budget for the National Center for Special Education Research by about 30 percent. Now advocates and researchers are fighting an uphill battle to get that funding restored and keep the progress made in educating students with disabilities moving forward.


Results of a new survey by the Council for Exceptional Children show that special education directors still dealing with the effects of the economic downturn are almost universally concerned about the 8 percent budget cut the federal action—or inaction depending on how you look at it—will trigger.


Yes, according to an attorney whose son with autism is in a private school, at New York City's expense.


The state's goal was to ultimately include all students in the online adaptive testing system. The complaint nudged the education department to get to that goal more quickly.


When words are written with extra spaces between letters, children who have dyslexia are able to read them more quickly and accurately, a new study published in the Proceedings of the National Academy of Sciences of the United States shows.


The Education Department gave South Carolina a year to find a way to come up with the $36 million it faces losing, permanently, by putting off a $36 million penalty until this October. Earlier this year, the state was denied another one-year delay of the loss in federal money. In a letter to state Superintendent Mick Zais late last month, U.S. Education Secretary Arne Duncan denied the request for a hearing.


The new definition would rename mental retardation "intellectual developmental disorder," and change how it is diagnosed.


TASH, formerly The Association for the Severely Handicapped, recently issued a second edition of "The Cost of Waiting," which reinforces its criticism of Congress for not pushing harder for a legislative solution to reducing the use of restraints and seclusion.


Once the students overcome the hurdle of identification, some must deal with programs that aren't equal to those in wealthier parts of town. They also need a sense of belonging. And their families need extra support.


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