The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA 2004) gives states the flexibility and responsibility under Section 618 to define "significant disproportionality" based on race or ethnicity at the state (SEA) and local education agency (LEA) levels. This applies to the identification, placement and…

The validity of linguistic evaluations of culturally and linguistically different children referred for special education placement is questioned. Such steps as better preparation for all teachers working with this population and advanced training for diagnosticians to facilitate optimal assessment and intervention with specific populations are…

Advocacy and professional organizations in Alabama collaborated to bring about the formal preparation of regular educators in the identification and instruction of exceptional children. (CL)

Implication for special education of rapid increases in technology are dealt with in terms of identification procedures, provisions of environmental supports, changes in the nature of schooling; and preparation for adulthood, challenges for the future, such as insuring equity in access to technological advances, are considered. (CL)

In an effort to assist early childhood professionals to better understand special education practices and procedures in New York State that might affect classroom environment, this paper presents an account of one teacher's search for help with a special needs preschooler. Following a year in which only one-on-one instruction with the boy yielded…

Although it is generally acknowledged in research that handicapped children represent a disproportionate number of abuse and neglect victims, nearly half of the states do not collect any information on "special characteristics." Results suggested a significant lack of services to improve awareness about the influence of exceptionalities in abusive…

Paraprofessionals can be valuable in the education of handicapped students by taking part in assessment and identification, instruction, behavior management, record keeping, parent interaction, career education, and transportation. (CL)

Response to intervention (RTI) arose, in part, from the limited success of the pre-referral process, an approach advocated in the 1980s and 1990s, and accurately measuring the discrepancy between aptitude and achievement in young children. Reflecting these concerns, when the Individuals with Disabilities Education Act (IDEA) was reauthorized in…

Authentic assessment is a growing alternative to conventional testing. This research-to-practice article describes a framework for implementing authentic assessment. The R-E-A-L framework shows how roles, equipment, assessment tools, and location can be incorporated into early childhood practices.

This data sheet presents statistics relating to education of students with disabilities. Statistical highlights indicate that the number of students participating in federal programs for children with disabilities increased each year between 1977 and 1992, despite a decrease in elementary and secondary enrollment during the late 1970s and…

Several studies indicate that many disabled children in New Zealand regular classes whom teachers and parents believe require special educational services are not being referred. Possible reasons for nonreferral and strategies for locating preschool and school-aged children are considered. (Author/CL)

Early intervention in France begins with compulsory screening of all infants at birth, nine months, and at two years. Problems remain, especially in the availability of adequate support and of services for the handicapped child. Interdisciplinary teams operate from "early medico-social activity centers" to provide a variety of…

The article describes project SNAP (Special Needs Action Programme), an inservice effort to improve identification and intervention with handicapped primary students in Coventry, England. The first course developed by the project, on learning difficulties, is discussed. Followup to the course is stressed, and five additional SNAP courses are…

Preliminary research suggests that the Kaufman Assessment Battery for Children (K-ABC) may be useful in identifying a variety of special needs in preschoolers, specific language disorders, and giftedness. Additional measures (such as measures of visual motor performance) may be appropriate in conjunction with the K-ABC. (CL)

The Individuals with Disabilities Education Act (IDEA) includes transportation within its definition of "related services." This means that students with Individualized Education Programs (IEPs) have the right to receive special transportation services if it is needed. Transportation and assistance may be provided to a child whose…