Measuring Access to Learning Opportunities (2003) / Chapter Skim
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Appendix C: 2000 E&S Survey
Appendix C: 2000 E&S Survey
Pages 100-119
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Appendix C 2000 ENS Survey
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20202-1 172 Due Date: February 23, 2001 REPORTING REQUIREMENT This Compliance Report is required by the U.S. Department of Education under Title Vl of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973.
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, children with mental retardation, hearing impairments including deafness, speech or language impairments, visual impairments including blindness, emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, specific learning disabilities, deaf-blindness, multiple disabilities, or developmental delay, and who, by reason thereof, need special education and related services.
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Count only students eligible under the Individuals With Disabilities Education Act. Do not count students with disabilities who are solely being served under Section 504 of the Rehabilitation Act of 1973.
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Information should be reported as of October 1, 2000, or the nearest convenient date prior to December 15, 2000, unless otherwise noted. Whenever possible, information should be provided consistent with the date of the special education Child Count in your state.
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, children with mental retardation, hearing impairments including deafness, speech or language impairments, visual impairments including blindness, emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities, deaf-blindness, multiple disabilities, or developmental delay; and who, by reason thereof, need special education and related services.
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CHILDREN WHO RECEIVED SPECIAL EDUCATION OUTSIDE REGULAR CLASS FOR MORE THAN 60 PERCENT OF THE SCHOOL DAY. The number of children with disabilities receiving special education and related services outside the regular classroom for more than 60 percent of the school day.
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. NOTE: The column "Students with Disabilities: IDEA"in this table means children with disabilities receiving special education services under the Individuals with Disabilities Education Act.
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Moderate Retardation. Students require limited but continuing support to perform functional academic skills, activities of daily living (self-care, home living, use of their community, recreation and leisure activities, work)
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Enter in Table 10.3: Developmental Delay. Developmental Delay as defined in the Individuals with Disabilities Education Act is defined as a child who is experiencing developmental delays, as defined by your state, and as measured by appropriate diagnostic instruments and procedures in one or more of the following cognitive areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development.
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, and whether the student is receiving services under the Individuals with Disabilities Education Act (in the column entitled Students with Disabilities-lDEA) or under Section 504 of the Rehabilitation Act of 1973 (in the column entitled Section 504 Only)
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, and whether the student is receiving services under the Individuals with Disabilities Education Act (in the column entitled Students with Disabilities-lDEA) or under Section 504 of the Rehabilitation Act of 1973 (in the column entitled Section 504 Only)
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Enter the number of students by race/ethnicity, sex, LEP, and disability status (students receiving services under the Individuals with Disabilities Education Ace who are currently enrolled in Advanced Placement Program mathematics or science courses. Mathematics includes calculus AB and BC.
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