This package presents a standardized receptive vocabulary checklist to identify language deficits in preschool and kindergarten students, especially in students who are mentally retarded, have hearing impairments, language/learning disabilities, or autism. The checklist offers 95 vocabulary words and phrases that children normally acquire in a…

A prereferral intervention program was instituted: to ensure that children within a Head Start program who had special needs were identified and referred in a timely manner; to prevent the mistaken referral or labeling of children with mild delays who did not require intervention; and to increase the effectiveness of the existing referral system.…

Intended for New York State school board members, the guide outlines the responsibilities of board members regarding education of handicapped students. An overview of state and federal rules and regulations is followed by sections on the board's role in the following areas: working with the Committee on the Handicapped, identifying children in…

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…

Narrative descriptions of activities in 10 areas of Project FAITH (Family Assistance for Infants and Toddlers with Handicaps) and results of the 1977-1978 project year evaluation are presented. Cost figures, strategy activities, significant findings, recommendations, personnel responsible, product development information, and continuation plans…

In winter 1985, a survey of all California community colleges was conducted to identify and describe the types of programs and services provided by the colleges to students with developmental disabilities (DD). Questionnaires mailed to all 106 community colleges yielded a 100% response rate. Study findings included the following: (1) 44% of the…

Designed to assist service providers as they strive to provide a full service goal for all handicapped pupils, this manual consists of checklists for monitoring compliance with Public Law 94-142 (Education for All Handicapped Children Act). Checklists of components in general policy areas are: (1) policy requirements (LEAs - Local Educational…

Sample forms and form completion instructions are provided for the referral, initial placement, annual review, and reevaluation of exceptional children. The forms were developed for use by North Carolina local educational agencies. The forms encompass the exceptionalities of academically gifted, specific learning disabled, behaviorally-emotionally…

These guidelines serve as a model for meeting the educational needs of students with language, speech, and hearing disorders. The guidelines clarify the paperwork requirements of federal and state statutes; reduce paperwork procedures to increase instructional time to students; recommend service delivery models; provide criteria to assist in…

The manual is intended to help local education agencies implement Georgia's laws for providing effective instructional programs for deaf-blind children. A definition and eligibility criteria for deaf-blind children are presented. A section discussing due process considers screening, referral, comprehensive evaluation, individualized education…

This practicum project sought to improve the care of students with cognitive dysfunction through more effective interdisciplinary collaboration of mental health and education professionals. The project's objectives included increasing child psychiatric residents' knowledge of educational programs, and having consultation reports indicate inclusion…