Susan Etscheidt
Biographic Data
| ID | 6607724 |
|---|---|
| NAME | Susan Etscheidt |
| GIVEN NAMES | Susan |
| FAMILY NAME | Etscheidt |
| SIGNATURE | ETSCHEIDT S |
| AFFILIATIONS | University of Northern Iowa |
| ORCID | 0000-0003-3014-2301 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Examining paradoxes of access in disability law
We employ theoretical pluralism and engage in a multi-level analysis to understand how the racialized segregation of students with dis/Abilities persists despite a commitment to inclusion via the Least Restrictive Environment (LRE) provision embedded within one of the most significant civil rights inspired legislation impacting students with dis/Abilities in the United States (US) – the Individuals with Disabilities Education Act (IDEA). We use c…
Educational inequality and the paradox of dis/Ability rights in a schooled society
In this re-review, we discuss a global-wide paradox of disability rights that claims adherence to human and civil rights frameworks while cultural, linguistic, racial, and ethnic disparities in special education outcomes remain unaddressed. We propose a multi-dimensional framework for understanding how the described inequalities persist, despite legal protections. First, we challenge the assumption that human and civil rights frameworks are suffi…
Reflections on a Restructuring Initiative
A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens
We conducted a critical systematic literature review on global inclusive education and law. The critical review questions were: (1) how have scholars theorized, conceptualized, and studied global inclusive education? (2) How do scholars define global inclusive education? (3) And what do scholars cite as prominent international inclusive education law? We ask such questions given the ongoing global crises that situate historically marginalized gro…
Monitoring the Transition Requirements of the Individuals With Disabilities Education Act
Despite extensive transition provisions in the U.S. Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the complianc…
Legal Issues in Early Childhood Special Education
Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) that mandate parental participation in educational planning. Despite the benefits of family and professional collaboration and the IDEA mandate, many parents disagree with the educat…
Truly Disabled?”
The construct of learning disabilities has been challenged pedagogically, politically, and in the judiciary. Some claim that learning disabilities are socially constructed and created by misdirected efforts of educational reform. Politicians worry about the growing number of children served in special education and propose that many LD students are instructional casualties and not truly disabled. The judiciary has applied a severity screen that n…
Complacency With Access and the Aggregate? Affirming an Individual Determination of Educational Benefit Under the Individuals With Disabilities Education Act
Although some legal scholars argue that the progression of Congressional intent in laws for children with disabilities reflects a mission to raise the educational standards and their achievement levels, other insist that many students are not realizing equal educational opportunity and not receiving educational benefit. This article proposes that the alignment of the Individuals with disabilities Education Act (IDEA) with the No Child Left Behind…
Reauthorization of the Individuals With Disabilities Education Improvement Act (Idea, 2004)
Due to an insufficient focus on efficacious practices, the reauthorized IDEA requires Individualized Education Program (IEP) teams to base the selection of special education, related services, and supplementary aids and services on peer-reviewed research (PRR), to the extent practicable. This article examines the litigation addressing the PRR requirement, presents the federal policy initiatives to support implementation of PRR and the controversy…
Vouchers and Students with Disabilities
School choice initiatives such as open enrollment, magnet schools, charter schools, and voucher plans have been offered as methods of school reform. A publicly funded voucher plan in Florida targeting students with disabilities was considered as a possible model for the reauthorization of the Individuals with Disabilities Education Act. Although the model was not adopted in the reauthorized law, the potential impact of such voucher plans must be …
Monitoring the Transition Requirements of the Individuals With Disabilities Education Act
Despite extensive transition provisions in the U.S. Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the complianc…
Examining paradoxes of access in disability law
We employ theoretical pluralism and engage in a multi-level analysis to understand how the racialized segregation of students with dis/Abilities persists despite a commitment to inclusion via the Least Restrictive Environment (LRE) provision embedded within one of the most significant civil rights inspired legislation impacting students with dis/Abilities in the United States (US) – the Individuals with Disabilities Education Act (IDEA). We use c…
Legal Issues in Early Childhood Special Education
Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) that mandate parental participation in educational planning. Despite the benefits of family and professional collaboration and the IDEA mandate, many parents disagree with the educat…
Truly Disabled?”
The construct of learning disabilities has been challenged pedagogically, politically, and in the judiciary. Some claim that learning disabilities are socially constructed and created by misdirected efforts of educational reform. Politicians worry about the growing number of children served in special education and propose that many LD students are instructional casualties and not truly disabled. The judiciary has applied a severity screen that n…
Complacency With Access and the Aggregate? Affirming an Individual Determination of Educational Benefit Under the Individuals With Disabilities Education Act
Although some legal scholars argue that the progression of Congressional intent in laws for children with disabilities reflects a mission to raise the educational standards and their achievement levels, other insist that many students are not realizing equal educational opportunity and not receiving educational benefit. This article proposes that the alignment of the Individuals with disabilities Education Act (IDEA) with the No Child Left Behind…
Reauthorization of the Individuals With Disabilities Education Improvement Act (Idea, 2004)
Due to an insufficient focus on efficacious practices, the reauthorized IDEA requires Individualized Education Program (IEP) teams to base the selection of special education, related services, and supplementary aids and services on peer-reviewed research (PRR), to the extent practicable. This article examines the litigation addressing the PRR requirement, presents the federal policy initiatives to support implementation of PRR and the controversy…
Vouchers and Students with Disabilities
School choice initiatives such as open enrollment, magnet schools, charter schools, and voucher plans have been offered as methods of school reform. A publicly funded voucher plan in Florida targeting students with disabilities was considered as a possible model for the reauthorization of the Individuals with Disabilities Education Act. Although the model was not adopted in the reauthorized law, the potential impact of such voucher plans must be …
Reauthorization of the Individuals With Disabilities Education Improvement Act (Idea, 2004)
Due to an insufficient focus on efficacious practices, the reauthorized IDEA requires Individualized Education Program (IEP) teams to base the selection of special education, related services, and supplementary aids and services on peer-reviewed research (PRR), to the extent practicable. This article examines the litigation addressing the PRR requirement, presents the federal policy initiatives to support implementation of PRR and the controversy…
Complacency With Access and the Aggregate? Affirming an Individual Determination of Educational Benefit Under the Individuals With Disabilities Education Act
Although some legal scholars argue that the progression of Congressional intent in laws for children with disabilities reflects a mission to raise the educational standards and their achievement levels, other insist that many students are not realizing equal educational opportunity and not receiving educational benefit. This article proposes that the alignment of the Individuals with disabilities Education Act (IDEA) with the No Child Left Behind…
Truly Disabled?”
The construct of learning disabilities has been challenged pedagogically, politically, and in the judiciary. Some claim that learning disabilities are socially constructed and created by misdirected efforts of educational reform. Politicians worry about the growing number of children served in special education and propose that many LD students are instructional casualties and not truly disabled. The judiciary has applied a severity screen that n…
Legal Issues in Early Childhood Special Education
Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) that mandate parental participation in educational planning. Despite the benefits of family and professional collaboration and the IDEA mandate, many parents disagree with the educat…
A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens
We conducted a critical systematic literature review on global inclusive education and law. The critical review questions were: (1) how have scholars theorized, conceptualized, and studied global inclusive education? (2) How do scholars define global inclusive education? (3) And what do scholars cite as prominent international inclusive education law? We ask such questions given the ongoing global crises that situate historically marginalized gro…
Monitoring the Transition Requirements of the Individuals With Disabilities Education Act
Despite extensive transition provisions in the U.S. Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the complianc…
Educational inequality and the paradox of dis/Ability rights in a schooled society
In this re-review, we discuss a global-wide paradox of disability rights that claims adherence to human and civil rights frameworks while cultural, linguistic, racial, and ethnic disparities in special education outcomes remain unaddressed. We propose a multi-dimensional framework for understanding how the described inequalities persist, despite legal protections. First, we challenge the assumption that human and civil rights frameworks are suffi…
Reflections on a Restructuring Initiative
Examining paradoxes of access in disability law
We employ theoretical pluralism and engage in a multi-level analysis to understand how the racialized segregation of students with dis/Abilities persists despite a commitment to inclusion via the Least Restrictive Environment (LRE) provision embedded within one of the most significant civil rights inspired legislation impacting students with dis/Abilities in the United States (US) – the Individuals with Disabilities Education Act (IDEA). We use c…
Political science (8 works) · Law (7 works) · Pedagogy (7 works) · Psychology (7 works) · Law (6 works) · Disability Education and Employment (5 works) · Public relations (5 works) · Sociology (5 works) · Special education (5 works) · Education Act (4 works)