dredf stands for the disability rights education & defense fund. ventually, dredf referred the case out for legal action. the case was resolved outside of court, and while the end result is confidential, donna says durrell is finally getting the help he has always needed. >> most parents that come to me come to me after years and years of begging for help, just like donna campbell. she had been fighting for her son. he was in incredibly hard courses with very, very driven academic achievers. he is one of them. he's very bright. he is incredible. but he couldn't read. generally speaking, how any sort of legal action against a school district can help these students is by gaining services. so there's something called compensatory education to compensate for services that should have been provided that were not provided. >> durrell goes to tutoring classes early in the morning and after school. he also turns in extra work to make up for low test scores. he volunteers at a charity. he's working hard to be a success and a good role model for others like

rights with disabilities. we say our kids count and achieve and what they need to a equal opportunity to succeed. copa thanks you for the passing general education law, every student succeeds act. with our disabilities civil rights and business communities to insure that essa included critical provisions that would in fact buoy up the students it is intended to support. this includes 7.7 million black students. 13.1 million hispanic students, 25 million students from low income families, 4.5 million english language learners and 6.4 million students with disabilities. essa gained copa support, although it has great focus on state flexibility which is important we were able to insure it had accountability key provisions that would protect all. harsh to recall and unbelievable to realize that students with disabilities only had access to education in my lifetime but it took them 40 years prior to the passage of no child left behind, they were not counted, they were not included in the assessments in the state, local or district accessibility systems, and as a result they were all but invisible. not including them in the count and not holding schoo

the business of education policy because we are in the business of civil rights. there is no reason for us to be writing federal education policy if it's not at the foundation about equal opportunity for disabled kids and poor kids and minority kids. i thought your answers to senator warren's questions were spot on. that's a real uncomfortable thing for us to talk about. especially when we are sitting in front of a bunch of educators and superintendents and state officials because what we are saying is that without some federal requirement that kids of color or poor kids or disabled kids be treated fairly, that local political dynamics are going to accrue to the detriment of those kids. that if you don't have a federal requirement, that ultimately those kids are not going to get a fair shake. so it becomes a very difficult thing for us to talk about here, but it's been the foundation of our federal commitment to civil rights and foundation of our federal education law for keaks. -- decades. i do think it's important and i have since the beginning of the drafting process for this law, to have some strong accountability requirements and some high expectations for schools and for kids. i don't th

the business of education policy because we are in the business of civil rights. there is no reason for us to be writing federal education policy if it's not at the foundation about equal opportunity for disabled kids and poor kids and minority kids. i thought your answers to senator warren's questions were spot on. that's a real uncomfortable thing for us to talk about. especially when we are sitting in front of a bunch of educators and superintendents and state officials because what we are saying is that without some federal requirement that kids of color or poor kids or disabled kids be treated fairly, that local political dynamics are going to accrue to the detriment of those kids. that if you don't have a federal requirement, that ultimately those kids are not going to get a fair shake. so it becomes a very difficult thing for us to talk about here, but it's been the foundation of our federal commitment to civil rights and foundation of our federal education law for keaks. -- decades. i do think it's important and i have since the beginning of the drafting process for this law, to have some strong accountability requirements and some high expectations for schools and for kids. i don't th

the new education law which supports future development. but let's face it -- congress needs to fully fund the individuals with disabilities education act. raised this ini her opening statement and she is exactly right. congress passed idea over 40 years ago to make sure teachers would have the necessary resources to support students with disabilities. although the program was designed to support 40% of the cost of educating students with disabilities, congress has repeatedly failed to meet this commitment. that is why i sponsored the idea over 10ull funding act years until congress fully meets this commitment. i sent letters to the appropriations committee. i intend to keep fighting for. and in until congress lives up to our end of the bargain to support our kids with special needs and their teachers. our children have already waited too long. what i hear today is about everyone has a job. our kids work hard if they have the opportunity to do it. our researchers work hard, it's time to work hard and do our part. thank you for having this hearing. i appreciate senator mikulski and senator mccaskey -- senator cassidy, this is the kind of thing we need to be doing. you to the witnesses and attendees.

students with disabilities. >> thank you, senator murray, for your commitment to equality and protection of the civil rights of students with disabilities. student with disabilities are general education students first. it's imperative they be compared to the same state standards that every other student is compared against. we want to ensure they have a fair and equitable opportunity to both access and benefit from their educations and so in order to find out how they're doing in that regard as a -- compared to peers at their grade level, we've got to look at the subgrosu subgroup or individual scores against the state standard. we want to make sure that we know how they're doing in regards to the possibility of getting a diploma. research is very clear. high expectations equal being further in life. having no diploma basically equals lack of outcomes, no jobs, sitting at home. and so the stakes could not be higher for our students. >> okay. for ms. garcia and ms. weingarden. just yed was the 62nd anniversary of the landmark brown versus brown decision and gao issued a report detailing the desegregation and resource equity in our schools. they found schools with high percentages of l

the new education law which supports teacher development. but let's face it, congress needs to fully fund the individuals with disabilities education act. senator mikulski raised this in her opening statement, and she's exactly right about this. congress passed i.d.e.a. over 40 years ago to ensure that teac r teachers would have the necessary resources to support students with disabilities, although the program was designed to support 40% of the additional costs of educating student with disabilities, congress has repeatedly failed to meet this commitment. that's why i sponsored the i.d.e.a. full funding act last congre congress. i would increase funding over ten years until congress fully meets this commitment. i've sent letters to the appropriations committee about this. i intend to keep fighting for full i.d.e.a. funding until congress lives up to our end of the bargain to support our kids with special needs and their teachers. our children have already waited too long. what i hear today is about everyone has a job. our kids work hard. if they have the opportunity to do it, our mothers work hard. our teachers work hard. our researchers work hard. it's time for congress to work hard and do our part, too, and mak

the national center for wooden disabilities have helped us along the way. these last 13 years economy that while the educational system is not created with dyslexic in mind, with the right information, training and support, students with dyslexia can thrive. i get on a better mother and person because of our journey at a joslyn's future is limitless because she's on mason young woman with much to give the world. >> thank you. aikido as questions first. we will each have five minutes. dr. eden can you talk about how your daughter, that was a stupid test the she didn't want to do it. there's a senio theme here thatl these children don't dyslexic will say that there's this anxiety, et cetera. but she actually read adequately so that she was not identified as needing intervention. but that one should intervention she went from 16th percentile the 75th percentile. so i'm struck that she could have mold around in the middle never been recognized. it was only the concerned parent then was able to do so. would you elaborate on that? >> senator cassidy, once you have children you would do things you thought you knew as a researcher at one of things i learned is the kind of testi