This handbook provides guidelines for the operation of local special education programs for Alaskan children with disabilities. It addresses: (1) the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and basic concepts of special education; (2) identification of students with disabilities, referral, screening programs, and…

To develop this handbook, three Aboriginal teachers gathered extensive data through workshops; questionnaires; and research with Elders, Aboriginal parents, teachers, advocates, and others who work first-hand with children with special needs. The handbook opens by presenting the traditional Aboriginal perspective on disabled children--that they…

Part of a series designed to provide practical resources for transition personnel on topics essential to the process of preparing individuals with disabilities for adulthood, this guide focuses on working with students with disabilities in vocational education settings. Chapter 1, "Why Vocational Education?," provides a rationale for vocational…

Part of a series designed to provide practical resources for transition personnel on a variety of topics critical to the process of preparing individuals with disabilities for adulthood, this guide focuses on transition to employment. Chapter 1, "Employment and Students with Disabilities," discusses the meaning of work in American…

This document contains regulations governing the provision of equal educational opportunities and free, appropriate public education in the least restrictive educational alternative to all Maine student residents with disabilities between the ages of 5 and 20. Twenty sections contain provisions relating to: (1) the policy and purpose of special…

These curriculum skills units have been developed as a guide to assist educators instructing students with disabilities. Curriculum skills outlined in the text stress strategies needed to: develop effective communication skills, understand practical math and science skills, determine acceptable social skills needed in society, identify those…

Part of a series designed to provide practical resources on topics essential to the process of preparing individuals with disabilities for adulthood, this manual focuses on family involvement in transition planning and implementation. Chapter 1, "Overview and Introduction," discusses the history of family involvement in education, and the…

This book is designed to reduce the discomfort and alienation of teachers and students regarding people with disabilities. Chapter 1, "The Realities of Disability," discusses the historical prejudice against people with disabilities, legislative changes that make inclusion possible, and disability awareness in the classroom. Chapter 2,…

The Arizona Basic Assessment and Curriculum Utilization System, an intervention system supporting an early education program for young handicapped children functioning in the developmental age range from two to five and one-half, is described. The 209-item assessment device covers body management, self-care, communication, preacademics, and…

This article describes the development of a four-year course sequence in assistive technology (AT). Course participants learned how to assess student needs for AT, what AT devices were available, and how to make decisions within the individualized education program (IEP) team process. Major topical sections were data-gathering frameworks, legal…

A special-education paradigm looks at students as individuals, substantially involves parents, documents individual student's needs and achievement, and operates under judicial oversight. Regular education is premised upon group learning and instruction, political rather than legal accountability, and a local or statewide power source. (84…

In this article, the author identifies and answers questions related to legal issues of the Individuals with Disabilities Education Act (IDEA) in comparison with Section 504 or the Americans with Disabilities Act (ADA) and the NCLB. The author's answers to several questions concerning legal issues of IDEA are presented.

Some students with disabilities need accommodations or modifications in their educational program in order to be successful in school. The Individuals with Disabilities Education Act (IDEA) and its regulations do not offer a definition for an accommodation or modification. However, there is general agreement as to what the terms mean. An…

The No Child Left Behind Act (NCLBA) requires all children to meet state standards of proficiency. Nowhere does this seem more absurd than the requirement for subgroups of students with disabilities to meet the same standard as children without disabilities. Educators, parents, and students alike protested that to be labeled as a child with an…

There are great parallels between the School-to-Work Opportunities Act and the legislation which produced transition services for individuals with disabilities. The rationale is clearly the same: a real recognition and concern exists about the difficult transition that faces all high school graduates as they prepare to live on their own, assume…