One of 10 documents developed by the Regional Demonstration Program for Preschool Handicapped Children (New York), the curriculum model is intended to describe the means by which child development theory, empirical research data, and teacher experiential assumptions are integrated into the various phases of the curriculum. Individual sections…

The resource guide for regular teachers provides policies and procedures of the Flour Bluff (Texas) school district regarding special education of handicapped students. Individual sections provide guidelines for the following areas: the referral process; individual assessment; participation on student evaluation and placement committee; special…

Guidelines are presented for organizing programs and modifying activities in physical education programs for children with a wide range of physical and emotional disabilities. The guidelines should result in a program that allows students to work to their maximum potential within the framework of regular physical education classes. In planning the…

The facilitator's manual offers information for conducting a workshop to teach regular educators, special educators, and parents of handicapped children the principles of team dynamics as they relate to decisions regarding the individualized education program (IEP). Participants are provided with three presentations designed to: offer an…

The trainer's manual for teaching aspects of the individualized educational plan (IEP) to teachers of special needs students is presented. An introductory section discusses the objectives of each of the five modules, provides a description of the IEP training materials, an overview of the training procedures, criteria and hints for trainers, a…

The booklet is designed to help educators understand recreation services for handicapped children in the schools. An introductory section considers the importance of leisure for the handicapped and reviews the inclusion of recreation as a related service in P.L. 94-142, the Education for All Handicapped Children Act. The second section addresses…

The guidelines discuss the role of the New York Board of Education in the education of children with handicapping conditions. Specific sections address roles regarding relationship to the Committee on the Handicapped, identification of children needing special education, development of individualized education programs, assurance of…

This handout addresses the definition of assistive technology, how to assess assistive technology needs, and practical and ethical issues surrounding assistive technology. A functional assessment is urged to consider the following issues: (1) the special needs of the student; (2) the student's current abilities; (3) materials and equipment…

This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to developing a child's use of phonics, or the ability to use the sounds of letters…

This publication is designed to assist schools in complying with 1997 Individuals with Disabilities Education Act provisions that require assistive technology (AT) be considered when developing the Individualized Education Program of a student with a disability. The first part of the guide presents a series of issues that should be addressed when…

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…

Designed for parents, this brochure uses a car-trip analogy to describe special education services for students with disabilities. It addresses: (1) child find; (2) initial evaluation and eligibility determination; (3) categories of students who receive special education services and related services; (4) creating a home file to organize…

This handbook proposes that early speech and language problems may contribute to reading problems. The relationship between oral language problems and written language problems is presented, followed by tools and models of assessment and treatment. In chapter 1, results of follow-up studies of children with early speech and language problems are…

This brochure explains federal requirements for transition services for secondary students with disabilities, the importance of transition services, and transition planning in the Individualized Education Program (IEP). The roles and responsibilities of the student, special and regular education teachers, parents, adult service agency…

This brochure discusses the role of Missouri parents in the transition of students with disabilities from high school to adult life. It begins by outlining the requirements of federal legislation for transition planning and transition services. A question-and-answer format follows that addresses the beginning of transition planning at age 14 or…