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CCSSO Framework on Supporting Educators to Prepare and Successfully Exit English Learners with Disabilities from EL Status
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Council of Chief State School Officers, 2019
The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), signed into law on December 10, 2015, requires that state education agencies (SEAs) establish standardized, statewide entrance and exit procedures for their English learners (ELs), including ELs with disabilities. For certain ELs with…
Descriptors: Disabilities, English Language Learners, Language Proficiency, Student Needs
Transition for Persons with Deaf-Blindness and Other Profound Handicaps: State of the Art. Section I. Community Based Residential Options.
Romer, Lyle T.; And Others – 1987
This compilation brings together various conference papers and a working group report on the topic of residential services for people with deaf-blindness and other profound disabilities. The title paper by Lyle T. Romer describes three measures for evaluating residential programs: capacity, progress, and lifestyle. Valued outcomes of a residential…
Descriptors: Adults, Community Programs, Deaf Blind, Deinstitutionalization (of Disabled)
Early Education Program for Children with Multiple Disabilities: A Mechanism To Utilize Integrated Early Intervention Teams for Infants & Toddlers with Multiple Disabilities. Final Report.
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Batson, Nancy F.; Quick, Jennifer; Bennett, Theresa – 1998
This final report discusses the activities of the Mississippi Early Education Program for Children with Multiple Disabilities, a program designed to train Individuals with Disabilities Education Act Part H service coordinators and service providers to use family centered strategies. Two levels of training activities were implemented. The first…
Descriptors: Children, Early Intervention, Family Involvement, Family Programs
Summary, Conclusions, Recommendations, and Implications of the Conference: Purpose and Format. Summary.
Covert, Angela M. – 1987
The purpose of the conference summarized here was to provide a multidisciplinary examination of the critical service needs of youth who are profoundly/multiply handicapped with deaf-blindness and who are old enough to be leaving the education system, and to recommend strategies for providing high quality comprehensive transition services for the…
Descriptors: Adults, Advocacy, Deaf Blind, Delivery Systems