Reading Methods for Students with Disabilities: The Case Law

Autor/in	Zirkel, Perry A.
Titel	Reading Methods for Students with Disabilities: The Case Law
Quelle	In: Communique, 51 (2022) 1, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Reading Instruction; Students with Disabilities; Reading Strategies; Teaching Methods; Dyslexia; Educational Legislation; Equal Education; Federal Legislation; Court Litigation; Access to Education + Suchen Sie Ihr Suchwort? Leseunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Bildungsrecht; Schulgesetz; Bundesrecht; Rechtsstreit; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Although reading remains a priority in the Every Student Succeeds Act (ESSA), the basis of the case law primarily is the Individuals with Disabilities Education Act (IDEA) due in significant part to its open adjudicative avenue. The purpose of this article is to provide a synthesis of the judicial rulings under the IDEA specific to reading methodologies. The various branded and unbranded versions of the Orton-Gillingham approach for reading instruction continued to be an active area of litigation for students with various disabilities, including but not at all limited to those with a diagnosis of dyslexia. The pronounced skew in the judicial outcomes in favor of defendant districts has not had a notable chilling effect on the frequency of these cases. This article provides an overview of early case law (1975-2005), subsequent case law (2006-2020), and most recent case law. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01