Special education, for students ages 3 to 21, is guided by federal and state requirements. The federal requirements are referred to as the Individuals with Disabilities Education Act (IDEA). The state requirements are referred to as the Ohio Operating Standards for the Education of Children with Disabilities (Ohio Operating Standards). IDEA…

This manual for Idaho school districts covers the identification, assessment, and educational needs of students who show intellectual promise, specific academic performance, leadership, creativity, or talent in the visual or performing arts. It is organized into seven chapters and seven appendices which take up approximately half the publication.…

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 document presents Kentucky Department of Education guidelines for developing programs to meet the needs of gifted students. The educational philosophy states that educational programs for the gifted should be designed so they are significantly different from those provided in the regular classroom. Gifted students are defined as those who have…

The report presents information gathered in a 1982 survey of over 400 public and private agencies serving preschool handicapped children in New York state. The information is organized into 60 recommendations for improving services in six key areas (sample subtopics in parentheses): (1) identification, evaluation, and placement (screening, use of…

This study reviewed 1137 students' records from 25 school districts to determine if there is a possible conflict between Wisconsin's learning disabilities (LD) eligibility criteria and the federal definition under the Individuals with Disabilities Education Act. It also surveyed student evaluation and placement teams concerning their application…

This guide to procedures for identifying gifted and talented children in Oregon outlines requirements of legislation and administrative regulations. The procedures describe steps in the identification process, including referral, screening, testing, and final selection/parent notification. The importance of identifying children when very young,…

With the implementation in 2003 of the federal education law known as No Child Left Behind, students from all cultural and linguistic backgrounds, including English language learners (ELLs), are required to perform well on state assessments. Since the numbers of ELLs in schools are growing and since schools are held accountable for all students'…

This compilation of guidelines presents standards for assessment and eligibility determinations and direction for planning services for speech-impaired and language-impaired students in Michigan. The first section, on eligibility considerations, emphasizes the expanded responsibilities of teachers of speech/language-impaired students as they serve…

This practicum report describes an identification prototype used by a large metropolitan school district (Gwinnet County, Georgia) to identify giftedness in black and limited English speaking students. Underrepresentation of these groups in gifted programs is seen to result from: teacher reluctance to refer students from the target populations;…

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…

These guidelines outline procedures for the communication disorders specialist/speech-language pathologist employed in the Utah public schools. The guidelines are designed to ensure that all students with communication disorders, ages 3-21, will be provided with appropriate speech-language services in the public schools, that the criteria for…

The resource guide is designed for administrators, teachers of English as a Second Language (ESL), counselors, grade-level teachers, content-area teachers, and other school personnel who work with or make decisions regarding ESL students. Sections synthesize information on and suggest techniques for a variety of topics related to ESL. A section on…