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Empowering Patients Who Have Specific Learning Disabilities

Lisa N. Rossignol, MA1; Michael K. Paasche-Orlow, MD, MA, MPH2
[+] Author Affiliations
1Department of Sociology, University of New Mexico, Albuquerque
2Department of Medicine, Boston University School of Medicine, Boston, Massachusetts
JAMA. 2013;310(14):1445-1446. doi:10.1001/jama.2013.278068.
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In 1992, the United States enacted the Individuals with Disabilities Education Act (IDEA), which required public schools that receive federal dollars to provide free and appropriate public education for all minors, regardless of any form of disability or infirmity.1 One of the hallmarks of the IDEA was the introduction of the Individual Education Program (IEP), which is a legally binding contract between minors, their parents or guardians, and a school. Individual Education Programs outline the ways a child will need to be accommodated to be able to successfully participate in classroom activities and curriculum. The programs “must be designed for one student and must be a truly individualized document.”2

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The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
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