- 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
(A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to--
(i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and
(ii) be prepared to lead productive and independent adult lives, to the maximum extent possible;