To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with…

In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…

Specifically explains procedures and techniques necessary to be in compliance with the Individualized Educational Program of the Handicapped Children's Act. Also describes principal's role in mainstreaming handicapped students. (LD)

A combined discipline counseling approach treats both symptoms and causes of discipline problems, while also providing accountability for behavior. Over the five-year period that this approach has been in operation at the Bridge Street Junior High in Wheeling (West Virginia), the number of repeat offenders has declined. (WD)

Principals must understand their responsibilities for special education programs mandated under Public Law 94-142. Principals should become familiar with the student referral process and prereferral intervention programs. Because principals frequently conduct evaluation meetings and chair individualized education program meetings, they must know…

Principals are pivotal in expanding opportunities for more inclusive programming while ensuring that students with disabilities receive carefully planned, individualized services. By allocating the necessary resources, providing inservice training, scheduling time for collaborative planning and preparation, and designing systematic program…