Individualized education programs (IEPs) reflect the spirit of individualized instruction that lies at the heart of special education. Quality annual goal statements, which propel the implementation of special education programming, use clear language to communicate measurable, meaningful, and standards-aligned expectations to all members of the…

This document is a guide for implementing widespread use of evidence-based practices for improving the outcomes for young children with or at-risk for delays or disabilities and their families. The evidence-based practices are selected practices from the Division for Early Childhood (DEC) Recommended Practices (RPs). The guide is written for…

Planning, developing, implementing, and sustaining organizational change, such as Response to Intervention (RTI), is a complex endeavor. This brief is designed to give practitioners guidance based on the implementation activities of middle school practitioners across the country. The authors recognize that secondary schools must consider many…

The manual is intended to help school administrators regionalize special education services. The procedures described are modeled after those of a regional effort in Maine to address the needs of moderately and severely handicapped students. Four major steps are outlined: (1) establishing communication to clarify issues, gather information, and…

This publication is intended for use as a supplement to "A Guide for Planning and Developing Guidance and Counseling Programs in Virginia's Public Schools." After a general discussion of basic concepts in counseling with handicapped students, the publication provides separate sections discussing basic educational goals and counseling…

The paper reviews court decisions mandating extended-year programs for students with severe and multiple handicaps for whom regression during the summer break threatens the development of independence and addresses considerations in developing such extended year programs. Guidelines center on eligibility, funding, program focus, program length,…

This paper presents five systematic phases for bringing about successful regular education inclusion of students with severe disabilities. Phases include develop networks within the community, assess school and community resources, review strategies for integration, install strategies that lead to integration, and develop a system of feedback and…

To assess consistency between maternal and professional assessment of child performance, 31 mothers of disabled children (6-36 months old) participating in an intervention program completed measures of infant development, behavior, and characteristics. Maternal and staff assessments were found to be highly similar. Implications for programs are…

This resource guide is intended to help in the development of disability awareness programs by school personnel or parent groups in Arizona. A step-by-step format is recommended, including first selecting the type of disability awareness program to be developed. This involves setting up meetings with the special education administrator,…

Solve serious behavior challenges in K-8 classrooms with this easy-to-use book, the first practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. Developed by some of the most respected authorities on positive behavior support, this innovative model gives school-based teams a five-step plan for reducing problems unresolved by…

Establishing a scouting program for handicapped students involves determining student interest, securing leadership, determining the extent of integration, and selecting and relating activities to the school curriculum. (CL)

Twenty-five suggestions are presented for consideration when describing, defining, and assessing learning disabled adults; when designing appropriate instructional and support services for these individuals; and when planning related research. Implications are discussed for elementary and secondary level educators, as well as for those designing…

This manual describes a project (a joint, cooperative venture among local businesses, Roberta B. Tully School--Louisville, Kentucky--and the Kentucky State Office of Vocational Education) that outlines the process for beginning a community-based vocational education program for mentally, physically, and multiply handicapped students. Section I…

This article describes how one inclusive middle school addressed needs of students with significant disabilities for functional community-referenced skills including clothing purchases, buying groceries, eating out, crossing the street, doing laundry, and using a microwave. Program development, program organization, and involvement of peers…

A resource room teacher describes a three-part mini-workshop in learning disability awareness for general and special education elementary grade students. An overview of the workshop is followed by description of preworkshop activities and preparation and implementation of each of the three sessions. Insets and tables provide a summary of the…