When the federal government enacted No Child Left Behind (NCLB) in 2001, it set the stage to provide inclusion to all students regardless of their academic or physical abilities in the classroom. However, there is often confusion between the federal and state governments, administrators, and teachers regarding what it entails and what accommodations are being recommended, and which ones work in the classroom. An examination of these levels is done to see where these confusions and interpretations arise when it comes to applying these in the field. The challenge is the federal government’s legal authority and applying it in a way that does not leave any student population out. Once the reader can understand how the federal government interprets special education through the Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), the reader then needs to understand what accommodations and modifications are by examining how researchers and educators use them in various settings. Finally, recognizing how administrators and schools responded to IDEA and NCLB will help complete the circle regarding how accommodations should be taught to educators and then applied in their classrooms. Answering how accommodations and modifications are interpreted at various levels will help determine the future of their application in schools.
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Isham, B. C. (2020). Federal Regulation on the Inclusion of Students With Disabilities by the Use of Accommodations and Modifications [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/318