Highlights strategies that enable physical education teachers to help students with disabilities achieve their individualized education plan (IEP) goals within the general physical education setting, focusing on: curriculum design, class organization, writing inclusive IEP goals, and communicating with special educators on the IEP team. (SM)

This chapter on curriculum adaptation and development is taken from a guide to designing, implementing, and evaluating instruction and services for students with disabilities. It provides an overview of major curriculum options and systematic processes for selection, adaptation, and design of a curriculum for students with disabilities. Two major…

This module was developed as part of a federally funded study group project, to answer the question of how students with severe disabilities can actively participate in lessons within regular elementary classrooms alongside their nondisabled peers, while still meeting their individualized goals and objectives. The module presents a brief overview…

Guidelines for complying with the Individuals with Disabilities Education Act in the area of physical education address service provision, qualifications of service providers, placement options, and inclusion of physical education on the child's individualized education program. (DB)

The "Great Brain Business," a gifted/talented project of Davis County (Utah), is an individualized program encouraging students to do indepth studies of topics of their choice. Sample cases of projects and an explanation of how the program works are presented. (MD)

This popular book in its third edition shows inclusive and special educators in elementary and special education how to adapt curricula for students with diverse needs. The contents of this updated and expanded edition reflect the most current and practical adaptation issues necessary to successfully differentiate curriculum and instruction for…

Recognizing the increase in school violence, California recently enacted the Hughes Bill that requires a positive behavioral intervention plan for individuals with exceptional needs. Although special education teachers are required to develop positive behavioral intervention plans, most have not been trained in the skills necessary to develop or…

This article presents a curriculum for speech-language-communication skills which combines the Present Education Level and Individualized Education Program formats for deaf and hearing-impaired students. Information on carryover procedures, parent/teacher contact, and report card format is presented. The curriculum was designed for preschool…

This booklet is a resource of information and ideas for educators responsible for developing and conducting physical education for handicapped students. The first section discusses the implications of Public Law 94-142, including the definition and identification of handicapping conditions, the Law's effect on physical education, and the least…

This document presents North Dakota guidelines to help transitions of young children with disabilities. It identifies two critical service delivery transitions for these children: first, when the child enters early childhood special education services (ECSE) and second, when the child exits those services. Following an introduction, there is a…

High expectations and appropriate standards for learning and achievement are important to any curriculum plan. The need for curriculum to meet developmental needs is particularly important for middle-level students. Middle-level students are unlike any other age group and are internally varied. Not all middle-level students need the same things at…

This handbook provides information about implementing inclusive educational opportunities for high school students with significant cognitive disabilities in Manitoba (Canada) who require individualized programming within age-appropriate school and community environments. The handbook describes the process of applying the Individualized…

This manual on curriculum adaptation for inclusive classrooms was developed as part of the PEERS (Providing Education for Everyone in Regular Schools) Project, a 5-year collaborative systems change project in California to facilitate the integration of students with severe disabilities previously at special centers into services at regular school…

The publication is intended to help those wishing to establish educational programs for handicapped preschoolers. Nine topic areas are addressed: (1) assessing local service needs; (2) identifying available funding sources; (3) choosing a program site; (4) locating and accessing referral services (suggested strategies for generating referrals);…

A systematic approach to curriculum development for students with severe disabilities enrolled in extended school year programs is described. The approach is community driven, consistent with student Individualized Education Program objectives, tailored to the individual student, and teaches functional skills performed by individuals without…