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Direct linkKortering, Larry J.; Braziel, Patricia M.; McClannon, Terry W. – Remedial and Special Education, 2010
Participants with and without specific learning disabilities (SLD) provided responses as to background and school features, postschool plans, dream career, and most likely job after completing school. Findings suggest that participant groups are similar across most background and school features, with apparent differences for grade level and…
Descriptors: Learning Disabilities, Youth, High Schools, Career Choice
Browder, Diane M. – Research and Practice for Persons with Severe Disabilities, 2012
Hunt and McDonnell have provided an excellent overview of one of the most important aspects of planning for students with severe disabilities--an ecological curricular framework that is created with input from the student, family, and needs of current and future environments. The standards-based reform-movement has created tension for educators to…
Descriptors: Academic Standards, State Standards, Teaching Methods, Quality of Life
MCCALLISTER, RALPH; AND OTHERS – 1964
STUDENTS INVOLVED WOULD BE UNDERACHIEVING JUNIOR HIGH SCHOOL STUDENTS. THEY WOULD BE CHOSEN TO PARTICIPATE ON THE BASIS OF ESTIMATED POTENTIAL. THREE OBJECTIVES ARE TO RAISE THE STUDENT'S WORK TO THE LEVEL OF HIS REGULAR SCHOOL, TO HELP HIM OVERCOME HIS SPECIAL PROBLEMS IN BASIC LEARNING SKILLS, AND TO HELP HIM JUDGE WHAT HE MIGHT BECOME AND…
Descriptors: Gifted, Individualized Programs, Junior High School Students, Residential Institutions
Duncan, Angela Bost – ProQuest LLC, 2010
The purpose of this study was to explore the perceptions of public school leaders about principal leadership for special education in ten leadership categories: understanding law and policy, using data to improve teacher performance, using data to improve student performance, creating an inclusive culture, collaborating with families,…
Descriptors: Disabilities, Program Effectiveness, Data Analysis, Staff Development
Download full textNational Consortium on Deaf-Blindness, 2012
The U.S. Department of Education's Office of Special Education Programs (OSEP) recognizes the current challenges faced by states and schools relative to the provision of high-quality intervener services for children who are deaf-blind. To respond to these challenges, OSEP asked the National Consortium on Deaf-Blindness (NCDB) to conduct an…
Descriptors: Deaf Blind, Special Education, Intervention, Services
Shoultz, Bonnie – 1989
Findings are presented from a site visit to a Raleigh, North Carolina, program that provides in-home support to children and adults with severe disabilities and their families. The program, the Wake County Community Alternatives Program for Persons with Mental Retardation/Developmental Disabilities, is administered by the North Carolina Department…
Descriptors: Community Services, Delivery Systems, Family Involvement, Family Programs
North Carolina State Dept. of Public Instruction, Raleigh. Div. for Exceptional Children. – 1978
The manual discusses legal and procedural guidelines established by North Carolina regarding educational services for severely handicapped students. Covered in separate sections are the following topics (sample subtopics in parentheses): definition; placement procedures (referral, screening, school-based committee, assessment, placement, and exit…
Descriptors: Definitions, Elementary Secondary Education, Guidelines, Individualized Programs
Peer reviewedBehar, Lenore – Children Today, 1986
Discusses the development and preliminary evaluation of an experimental statewide system of services in North Carolina for seriously behaviorally/emotionally disturbed adolescents. The program successfully provides these youngsters with appropriate treatment, education, training, and care suited to their individual needs, including community-based…
Descriptors: Adolescents, Behavior Disorders, Case Studies, Children
White, Melissa Eiler; Makkonen, Reino; Stewart, Kari Becker – Regional Educational Laboratory West, 2009
This document presents a summary of a larger report that reviews teaching standards in six states (California, Florida, Illinois, North Carolina, Ohio, and Texas) focuses on the structure, target audience, and selected content of the standards to inform California's revision of its teaching standards. The report was developed at the request of key…
Descriptors: Teacher Competencies, Standards, Evaluation, Public Agencies
Urbanik, Richard – 1980
The North Carolina Department of Correction, Division of Prisons, provides two deinstitutionalization services for mentally retarded, incarcerated offenders. These projects, funded by monies provided by the Council on Developmental Disabilities, serve mentally retarded youthful offenders (age 17-21) and retarded female offenders regardless of age.…
Descriptors: Adults, Counseling Services, Counselor Role, Deinstitutionalization (of Disabled)
North Carolina State Dept. of Public Instruction, Raleigh. Div. for Exceptional Children. – 1977
The document is designed to assist local school systems as they plan, develop, and improve programs for emotionally handicapped students. Sections cover the following areas: definition of emotionally handicapped students; pre-planninq for emotionally handicapped programs; identification, referral, screening, assessment, and placement; service…
Descriptors: Ancillary School Services, Conceptual Schemes, Contingency Management, Definitions
Bobbitt, Erica M. – ProQuest LLC, 2011
The passage of Public Law 94-142 (the Education of All Handicapped Children Act) in 1975 established the rights of children with disabilities to a public school education in the least restrictive environment. Fifteen years later, it was amended and renamed the Individuals with Disabilities Education Act (IDEA) (PL 101-476, 1990), still intended to…
Descriptors: Disabilities, Factor Analysis, State Standards, Competence
Lazarus, Sheryl S.; Hodgson, Jennifer; Thurlow, Martha L. – National Center on Educational Outcomes, University of Minnesota, 2010
All students, including students with disabilities, must be included in state accountability systems as required by law. In April 2007, federal regulations provided states the flexibility to offer another assessment option--an Alternate Assessment based on Modified Achievement Standards (AA-MAS) for some students with disabilities. The AA-MAS is…
Descriptors: Educational Objectives, Alternative Assessment, Outcomes of Education, Disabilities
Albus, Deb; Lazarus, Sheryl S.; Thurlow, Martha L.; Cormier, Damien – National Center on Educational Outcomes, University of Minnesota, 2009
In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…
Descriptors: Federal Legislation, Educational Objectives, Outcomes of Education, Academic Achievement
Jones, Rebecca – Executive Educator, 1994
Profiles Ann Blakeney Clark, dynamic North Carolina middle school principal who knows her 750 students by name, insists on individualized education plans, carefully matches students with appropriate teachers. Clark's walk-around management style allows her to catch students and teachers in act of doing things right. Having instituted team teaching…
Descriptors: Biographies, Individualized Education Programs, Intermediate Grades, Middle Schools
