The transition from school to adulthood is a pivotal time in the lives of all students. For a student with Autism Spectrum Disorder (ASD), change of any kind can be challenging, and a transition as momentous as this can seem especially daunting. Thoughtful planning, sound information, and open communication will help parents support young adults…

This resource conveys policies, procedures, and guidelines that support the delivery of special education services in British Columbia's (Canada) public schools. It was originally published in 1995 (ED414703), following an extensive provincial Special Education Review (1993-94). The purpose of this manual is to provide a single point of reference…

It is essential for middle school leaders to develop and promote school-wide literacy models, organizational structures that have a significant impact on the learning environment for all students in their building. However, school-wide literacy models can be difficult to implement and sustain over time. Drawing from an Office of Special Education…

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…

"Building Your Program" is intended to help mental health authorities, agency administrators, and program leaders think through and develop Supported Education. The first part of this booklet gives you background information about the Supported Education model. Specific information about your role in implementing and sustaining Supported Education…

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…

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…

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,…

Seven papers address the employment of individuals with mental retardation. The first cites nine values critical for employment programs, including opportunities in integrated settings and decent pay for meaningful work. The next paper offers a supported work program consisting of job placement, job-site training, ongoing assessment, and job…

The Americans with Disabilities Act demands a proactive approach in developing effective and integrated adventure education programs for the disabled. Programs cannot exclude qualified disabled individuals; modified participation is a choice, not a requirement; and staff must work toward removing physical barriers and providing reasonable…

This guide is designed as a reference for District and School personnel working with English learners (ELs). The content of the guide represents a compilation of information, examples, and resources. This guide is a living document and subject to frequent updates. It is recommended to review the document online rather than printing a hard copy.

This book is a resource for human service professionals with detailed information necessary to start, maintain, monitor, assess, and reevaluate a program targeting independence. It describes the Whole Life Program, an interdependent apartment program combined with continuing education for adults with developmental, physical, and emotional…

The article summarizes the following factors identified in service provision for severely and multiply handicapped students: programmatic considerations; administrative considerations; service delivery models; assessment; educational placement; individual educational programs; and program documentation. (CL)

Examines five critical factors in creating accessible camping programs for children with disabilities: program mission expressing inclusivity and empowerment, staff training that creates awareness and skills for inclusive programming, fully accessible facilities, shift in program design from "accessible program model" to "universal design," and…