- Alignment with the No Child Left Behind Act
- Discipline
- Disproportionality
- Early Intervening Services (EIS)
- Evaluation and Reevaluation
- Funding
- Highly Qualified Teachers (HQT)
- Identification of Specific Learning Disabilities
- Individualized Education Program (IEP)
- Monitoring and Enforcement
- National Instructional Materials Accessibility Standard (NIMAS)
- Part C Option
- Private Schools
- Procedural Safeguards
- Secondary Transition
- Statewide and Districtwide Assessments
- Regulations
- Preamble - Major Changes in the Regulations
- Preamble - Analysis of Comments and Changes
- Assistance To States For The Education Of Children With Disabilities
- A General
- B State Eligibility
- C Local Educational Agency Eligibility
- D Evaluations, Eligibility Determinations, Individualized Education Programs, and Educational Placements
- E Procedural Safeguards
- F Monitoring, Enforcement, Confidentiality, and Program Information
- G Authorization, Allotment, Use of Funds, and Authorization of Appropriations
- H Preschool Grants for Children with Disabilities
- Regulations Appendices
- Statute
- Training Materials
- Model Forms
- Video Clips
- Webcast
- Presentations
- Dialogue Guides
- Q&A Documents
(b) Conduct of evaluation. In conducting the evaluation, the public agency must--
(1) Use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child, including information provided by the parent, that may assist in determining--
(i) Whether the child is a child with a disability under Sec. 300.8; and
(ii) The content of the child's IEP, including information related to enabling the child to be involved in and progress in the general education curriculum (or for a preschool child, to participate in appropriate activities);
(2) Not use any single measure or assessment as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child; and
(3) Use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.