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Antonis Katsiyannis
Researcher at Clemson University
Publications - 212
Citations - 5175
Antonis Katsiyannis is an academic researcher from Clemson University. The author has contributed to research in topics: Special education & Education Act. The author has an hindex of 37, co-authored 206 publications receiving 4680 citations. Previous affiliations of Antonis Katsiyannis include University of Nebraska at Kearney & Shippensburg University of Pennsylvania.
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Minority Representation in Special Education A Persistent Challenge
Dalun Zhang,Antonis Katsiyannis +1 more
TL;DR: In this article, the authors analyzed data published by the federal government and found that American Indian/Alaskan Native and African American students were overrepresented in high-incidence disabilities (i.e., emotional and behavioral disorders, learning disabilities, and mental retardation).
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Individuals with Disabilities Education Improvement Act of 2004 and IDEA Regulations of 2006: Implications for Educators, Administrators, and Teacher Trainers
TL;DR: In this article, the authors discuss the influential effect that No Child Left Behind and two major reports had on Congress when it reauthorized the Individuals with Disabilities Education Act (IDEA).
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Reflections on the 25th Anniversary of the Individuals with Disabilities Education Act
TL;DR: A review of the first 25 years of the Individuals with Disabilities Education Act (IDEA) can be found in this paper, where the authors present the litigative and legislative developments that led to the passage of IDEA, examine the law itself and the litigation interpreting the IDEA and discuss the direction that IDEA may take over the next 25 years.
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Minority Representation in Special Education: 5-Year Trends
TL;DR: In this paper, the authors investigate the current status of minority representation in special education given the mandate and related efforts to reduce overrepresentation and identify trends for the 5-year period from 2004 to 2008.
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Disciplinary Exclusions in Special Education: A 4-Year Analysis:
TL;DR: In this article, the authors argue that current discipline policies have led to an increase in the use of exclusion with students with disabilities, thereby preventing some from receiving a free and appropriate public education.