The document describes the Dean's Grant Project at Augustana College (South Dakota) which focused on the implications of P.L. 94-142 (the Education for All Handicapped Children Act) for colleges and universities offering preservice and inservice teacher training programs. Implications of six major aspects of the law for higher education are…

The document describes the management and governance of an alternative school, namely, the High School in the Community (HSC) in New Haven, Connecticut. HSC, designed to provide a choice of learning environments within the public school system, serves students dissatisfied with their previous school experience. The Policy Council, staff meetings,…

In recognition of the fact that there are individual differences and preferences among teachers, the teachers at the Las Posas School in Camarillo, California were given the opportunity to use the methods they found most comfortable. This resulted in a variety of open classroom situations, with alternatives for parents, students, and teachers.…

This report describes a managed care approach which uses limited risk bundled contracting to provide mental health services for high risk children and youth in Franklin County, Ohio. The project uses flexible allocation of blended dollars to support individualized plans that are strength-based and family-centered and incorporate principles of…

Historically ranked low on student performance, the New Orleans schools are fighting back with a new program called the Secondary Curriculum Improvement Program. (Author/JM)

This article describes an integrated services transition model for individuals with disabilities that promotes self-determination with three phases: (1) assessment; (2) planning; and (3) strategy implementation. Self-determination opportunities in transitioning from school to adult life are identified. The article emphasizes the importance of an…

A consultation program to improve services to middle school students with attention deficit/hyperactivity disorder was presented in 57 school districts. Although districts varied as to types of project services accessed, most chose general inservice programs to disseminate information to teachers, as well as individualized behavioral consultation…

This case study demonstrates the effective use of functional assessment, with a 13-year-old student with autism functioning at a level of severe retardation. The process involved identifying and defining target behaviors (clothes touching and tearing), gathering information, forming and verifying the hypothesis, and implementing an intervention.…

This article describes requirements for developing Individualized Family Service Plans (IFSP) under Part H of the Education of the Handicapped Act. Components of the IFSP document are reviewed and process considerations are discussed. State-level and local-level strategies for implementing family-centered IFSP processes are highlighted. (Author/PB)

This article reviews present services in gifted education in western Europe (e.g., Britain, Germany, the Netherlands) and eastern Europe. Noted are individual accommodations such as individual acceleration and privately funded national competitions. Stressed is the importance of international communication in gifted education and specific…

Responding to an article (EC 618 445) describing an individualized program for young children with severe disabilities, including autism, and their families, this article notes features of the program such as its individualized nature, its emphasis on building capacity in families and early intervention providers, and its integrative practices…

This paper describes Project Assist, a model for developing and implementing a flexible system of social support that can be individualized for families of infants/toddlers with disabilities. The model uses group support, individual support, and follow-up support to meet a variety of family needs and promote family adaptation. (JDD)

This policy forum proceedings document contains a short introduction section that describes the current status of virtual public school programs in general and special education programs in particular. Next, this document provides a state-of-the-nation report that describes the exponential growth these programs and the evolving policy issues for…

Many students identified as having moderate and severe disabilities (MSD) benefit from a curriculum that includes instruction on the functional skills that they will need to successfully transition to adulthood. In particular, this includes students with cognitive disabilities who are most likely to qualify in the 1% who are eligible for the…

In 1997, the Individuals With Disabilities Education Act (IDEA) mandated that students with disabilities have access to the general education curriculum. Access means more than being exposed to language arts, math, and science; access means academic progress. In addition, the No Child Left Behind (NCLB) Act of 2001 requires that all students have…