The Impact of NCLB and the Reauthorization of IDEA on Academic Instruction of Students with Emotional or Behavioral Disorders

Abstract

The impact of recent legislative changes to the Elementary and Secondary Education Act (No Child Left Behind) and those proposed for the reauthorization of the Individuals with Disabilities Education Improvement Act (Senate Bill 1248) are discussed as they relate to academic instruction for students with emotional or behavioral disorders. The authors consider the definitions and impact of “highly qualified” teachers, scientifically based teaching practice, annual yearly progress, and access to the general education curriculum. They assert that (a) any impact on academic instruction will be largely indirect and (b) the current educational context presents a unique opportunity to develop more effective instruction in schools.

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