West Virginia uses multiple state assessments to measure student achievement and inform program decision-making. The Individuals with Disabilities Education Improvement Act of 2004 requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001 and current with…

Although the college and career readiness movement has propelled schools to further include all students into academic-based courses, students with disabilities continue to need instruction in skills needed for a successful life after school. Research has indicated that it is possible to design instruction to help students acquire skills in both…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. States are required to provide guidance for appropriate participation of all students, including those with English Learners and those with disabilities, in required state assessments. The West Virginia Department of Education has…

Since the reauthorization of the Individuals With Disabilities Education Act (IDEA) in 2004, standards-based individualized education plans (IEPs) have been an expectation for serving students with disabilities in the K-12 public school setting. Nearly a decade after the mandates calling for standards-based IEPs, special educators still struggle…

West Virginia uses multiple state assessments to measure student achievement and inform program decision making. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires participation of students with disabilities in statewide assessments to be consistent with the Elementary and Secondary Education Act of 2001…

In 1997, the Individuals With Disabilities Education Act (IDEA) mandated that students with disabilities have access to the general education curriculum. Access means more than being exposed to language arts, math, and science; access means academic progress. In addition, the No Child Left Behind (NCLB) Act of 2001 requires that all students have…

This guide to planning for transition from school to work for middle school or high school students with disabilities in California is intended to assist parents, teachers, and other service providers in coordinating person-centered transition planning and services. The first section examines requirements of the Individuals with Disabilities…

This manual offers guidance on the use of the Alternate Portfolio Assessment Process to evaluate outcomes of Kentucky students with severe disabilities. Portfolios are intended to showcase student work and allow performance-based evaluation across life domain activities. Criteria for determining eligibility of students with disabilities for this…

The Council of Chief State School Officers' "Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities" was first developed to establish guidelines for states to use for the selection, administration, and evaluation of accommodations for…

Perhaps the most time consuming task facing today's busy special educator is keeping up with all the paperwork associated with national, state and local regulations. IEP Pro v.1-a PC and Macintosh compatible CD-ROM program-creates IEP's, then tracks and manages many of the administrative and paperwork tasks associated with running a special…

This Colorado manual offers guidelines for parent counseling and training, which is seen as a special education related service to assist parents of students with disabilities in the development and implementation of the child's Individualized Education Program (IEP). The introduction addresses the purpose and benefits of parent counseling and…

The guidelines are designed to help Oklahoma school administrators, counselors, teachers, and parents better understand learning disabilities. Following an excerpt from the Federal Register regarding evaluation of learning disabled (LD) students, the following three topics are addressed: (1) the referral process (pre-refereal and formal referral);…

This volume serves as a supplement to the Texas Education Agency's "Rules for Curriculum," implemented in 1984, which requires all Texas schools to teach the same essential elements to all students in kindergarten through grade 8. This manual is intended for modification of that curriculum for hearing impaired students with severe…

Intended for Oklahoma school administrators, teachers, and parents, the guidelines examine factors in educating mildly and moderately mentally retarded students. General information is first presented on such topics as definitions, facilities, scheduling, mainstreaming, teacher role, teaching strategies, learning centers, discipline, grading and…

This document contains vocational education program courses standards for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary or postsecondary level as a part of Florida's comprehensive vocational education program. Instructional Support Services provide an opportunity for handicapped or disadvantaged…