The No Child Left Behind and the Individuals with Disabilities Education Acts: The uneven impact of partially funded federal mandates on education of deaf and hard of hearing children

American Annals of the Deaf

Volumn 150, Issue 2, 2005, Pages 75-80

  Moores, Donald F ^a  

^a GALLAUDET UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 25444473444     PISSN: 0002726X     EISSN: None     Source Type: Journal    
DOI: 10.1353/aad.2005.0028     Document Type: Review

References (6)

1. Cawthon, S. (2004). Schools for the deaf and the No Child Left Behind Law. American Annals of the Deaf, 149(4), 314-24.
2. Gelman, J., Pullen, P, & Kaufman, M. (2004). The meaning of highly qualified and a clear road map to accomplishment. Exceptionality, 12(4), 195-207.
3. Moores, D. (2001). Educating the deaf: Psychology, principles, and practices. (Fifth Edition). Boston: Houghton Mifflin.
4. Moores, D. (2002). Federal legislation and teacher behavior. American Annals of the Deaf, 147(5), 3-4.
5. Rebell, M., & Hunter, M. (2004). Highly qualified teachers: Pretense or legal requirement? Phi Delta Kappan, 85, 690-96.
6. Steffan R. (2004). Navigating the difficult waters of the No Child Left Behind Act of 2001: What it means for education of the deaf. American Annals of the Deaf, 149(1), 46-50.