Since deaf students who are members of more than one cultural group (e.g., Deaf and Black, Deaf and Asian, Deaf and Native American, Deaf and Hispanic) seldom encounter teachers who are deaf, let alone deaf and representative of their ethnic/racial group, this paper offers a framework to help teachers attend to the variations in beliefs,…

This paper describes an inclusion program at the Kayenta Unified School District (KUSD), located on the Navajo Reservation in northeastern Arizona. KUSD is a rural school district with approximately 2,800 students enrolled in 4 schools (primary, intermediate, middle, and high schools). Virtually all students are Navajo, with 88 percent of students…

This resource book provides guidelines for planning, developing, and implementing outdoor education programs for disabled youth. Part 1 offers a step by step approach to developing a program that focuses on the use of the natural environment as the primary learning element. Advice is given on individualizing the program, consistent with…

A University of Minnesota model for low incidence preservice special education teacher training is focused on visual impairment education and requires completion of four graduate level components for licensure. This model attempts to be flexible and address the needs of the field in providing qualified personnel that will remain in local school…

A cooperative program between the Department of Pediatrics at the Texas Tech University Health Sciences Center and a special education program for developmentally disabled infants and children (birth through age 3) has provided 12 pediatric residents with a four-session training program. The residents were members of an interdisciplinary team…

Twenty-one families participated as members of experimental or control groups in a study which investigated the effects of family-oriented intervention on the stress level of families with young handicapped children (average age 2 years) whose impairments were primarily developmental delay or cerebral palsy. Parents completed the Parenting Stress…

First Years Together (FYT), a 3-year service and training demonstration project, provided services to 32 high risk or preterm babies and their parents in order to overcome the emotional and developmental effects of hospitalization and a worrisome start. Service was initiated shortly before each baby's discharge from the intensive care unit and…

Because it must place special needs students as well as regular students in vocational training programs, the Salem County Board for Vocational Education has initiated a non-categorical vocational training program model. Developed in response to the general practices concerning placement and a need for an individual vocational plan for students…

The complex process of developing Individualized Education Programs (IEPs) and the placing of handicapped students is discussed. The IEP is developed by the school administrator, the child's teachers, and the child's parents. A model of an efficient system for implementing an IEP is described. The basis of the model is the collection and coding by…

This collection of ten papers presented at an institute designed to extend the participants' professional competence in providing media services and materials to handicapped children and adolescents is introduced by a brief description of the institute program. The presentations are entitled: (1) Introduction to and Interpretation of PL 94-142;…

The Volunteers in Partnership with Parents (VIPP) program is designed to alleviate the pressing problems of rural families as well as provide early intervention to the children. The use of volunteers as partners in working with parents is the crux of the program. (JHZ)

This final report discusses the activities and outcomes of a 3-year federally funded project that investigated the effectiveness of a collaborative teaming process to increase the academic achievement and social participation of elementary students with augmentative and alternative (AAC) needs who were members of general education classrooms. The…

This booklet summarizes Part 4 of Great Britain's 1996 Education Act, which replaces the 1993 Education Act in name, though not in substance. The main aspects of the Act are identified first and include a Code of Practice for schools and local education agencies (LEAs), a time limit for identifying and assessing students with special needs, and…

Research traced the flow of such events as faculty development, school district initiatives, state and federal policies, student experience, and systems changes in Montpelier (Vermont) High School over six years to identify patterns of activities that supported growing reform. To understand how community-based learning (CBL) for a few students…

A rural Oregon school district collaborated with the regional program for deaf children and a college teacher preparation program in deaf education to provide an inclusive education for one deaf child. An outside assessment of the child was the basis of a staff development workshop on appropriate educational strategies for that child. Contains 15…