The purpose of this guidance document is to: 1) provide education-related information about autism spectrum disorders (ASD); and 2) assist Individualized Education Program (IEP) Teams, including parents, develop researched-based educational programs for children and youth who qualify for special education services under the autism disability…

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality…

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

Critical elements and best practices in school-to-work transition programs for disabled youth are identified. Noted are local factors, individual student choice, shared resources, vocational rehabilitation counselors in the schools, and school-business linkages. Best practices include individualized transition planning, community-based…

The document provides a compendium of 83 "best practices" in the vocational rehabilitation of clients with learning disabilities. Practices (N=120) were originally identified by a literature search, contacts with experts on learning disabilities, contacts with learning-disabled individuals, and contacts with community-based organizations…

This monograph presents identified best practices in the development of Individualized Family Service Plans (IFSP) as required for families who have young children with disabilities, by Public Law 99-457, the Education of the Handicapped Act Amendments (1986). Chapter One presents an overview of the monograph's development and use. Chapter Two…

This text was written as an outgrowth of 6 years' work with children aged 3-5 in the Child Development Center at Western Oregon State College, Monmouth, Oregon. The children attending this program included typically developing children as well as children with disabilities. A primary purpose of this book is to share the experiences and learnings…

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…

This monograph is intended to encourage policy formation and appropriate interventions for young children with emotional/behavioral disorders (E/BD). After an introductory chapter, the second chapter analyzes policy within the areas of both behavioral disorders and early intervention, including existing labels and eligibility criteria, reluctance…

This paper offers a structured framework for the transition of students with disabilities from middle or junior high school to high school. First, it outlines a transition decision tree to help decide whether a formal transition plan is needed. Next, the paper offers a 10-step set of practices appropriate for all students with disabilities in the…

The brochure provides an overview of the components of vocational assessment used in many Cooperative Services Model (CSM) projects in New York State. Federal and state requirements for vocational assessment for students with handicapping conditions, the purpose of vocational assessment, and a suggested vocational assessment model are discussed.…

This document provides guidance for establishing a tiered instructional approach to support the achievement of all students in Maryland public school, particularly those not demonstrating mastery of grade level content. The framework includes student screening, identification of specific learning needs, provision of appropriate instruction aligned…

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…

Practices are identified for use in teaching vocational education to students with mental disabilities. Iowa's definition of vocational education is presented, along with definitions for seven major delivery areas of vocational education: home economics, industrial arts/technology, trades and industry, business/office education,…

This book and accompanying video are intended to be a practical guide to implementing a whole school approach to inclusion, emphasizing the changes in the roles and activities of all school personnel. The book, which is included with the purchase of the video, is designed to serve as a hands-on free-standing resource. It begins with discussion of…