Abstract

The No Child Left Behind (NCLB) Act of 2001 is having a major impact on the education of deaf and hard of hearing children, and in many ways has taken on an importance far in excess of the Individuals With Disabilities Education Act (IDEA), which has been evolving since 1975. Congress has appropriated less money for both laws than their authorizations have called for. NCLB has 10 titles, none of which address the education of disabled children, of whom almost 7 million are identified as attending public school. Three components of NCLB have major implications for all children, including deaf and hard of hearing students: assessment; demonstrated annual yearly progress; and the mandate for highly qualified teachers. The implications for deaf and hard of hearing children, many of whom will not be identified in the present statewide assessment system, are mixed but, on balance, negative.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 75-79
Launched on MUSE
2005-07-14
Open Access
No
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