Response to Intervention (RtI), a framework for providing high-quality instruction for all students, is a process gaining more and more national acceptance for managing differences in learning. This brief provides an overview of how IDEA, RtI, and the Schools Attuned Program fit together to provide students with opportunities to flourish in both…

A new book in the Knowledge Essential series, "School Success for Children with Special Needs" offers parents a guide for understanding and navigating the often-confusing special education system to ensure that their children get the best education possible. It tells them: (1) How to know if a child has physical, learning, or emotional…

Families may learn their child has a disability during pregnancy, at birth, or even later, when their child enters a child care program in a home or classroom setting. Although a family's reaction to the news that their child has a special need may depend upon the child's age, the severity of the disability, and the family's cultural view of…

This guide was developed to introduce families of young children with disabilities to the early intervention system. It describes early intervention services and defines the roles and responsibilities of parents and practitioners. The guide uses a question and answer format to present information on the following topics: (1) what is early…

The Special Education Parents Alliance created an employment project seeking jobs in the business community for special education graduates and other persons with disabilities. The project serves learning disabled, educable mentally handicapped, trainable mentally handicapped, and physically disabled persons in DuPage County and portions of west…

Written for handicapped persons, their parents, and their advocates, the manual is intended to assist disabled persons to exercise their rights of citizenship. The first section addresses three major laws: P.L. 94-142 (the Education for All Handicapped Children Act), the Rehabilitation Act of 1973, and the Developmentally Disabled Assistance and…

This article highlights the importance of parents as intervention agents for young children with special needs. It describes individualized training in behavioral strategies for parents, explains procedures for helping parents gain skills that foster their children's development, and suggests that parents will maintain the skills and generalize…

The role of regular elementary class teachers in implementing Individualized Education Programs (IEPs) for mainstreamed special education students was examined in a three phase study (student records review, teacher survey, and followup interview). The approach, based on role theory, examined the statistical independence of ratings according to…

A follow-up survey of 275 special education teachers revealed a moderately negative attitude to individualized education programs (IEPs). As a whole, they did not perceive a clear relationship between the document and daily classroom proceedings, nor did they cite support from other professionals in developing and implementing IEPs. (CL)

The article outlines guidelines for parents to understand their disabled children's individualized education programs. Implications and cautions needed for terminology, test scores, subtest interpretations, and classroom behaviors are examined. (CL)

The article describes a procedural model for individualizing instructional objectives that are stated in behavioral terms. A definition for behavioral objectives is offered, and methods of individualizing objectives for five basic areas of objectives adjustment are outlined. (SBH)

All students, including students with disabilities, participate in state accountability systems. Most students with disabilities participate in the regular assessment, with or without accommodations. Students with more significant cognitive disabilities participate in the alternate assessment based on alternate achievement standards (AA-AAS). A…

Federal legislation mandates all students, including those with significant cognitive disabilities, participate in standards based education and in state assessments linked to those standards. To address this issue, this study used a multiple case study design in order to determine the impact alternate assessments based on alternate achievement…

Marginalized culturally and linguistically diverse students with special needs often struggle after high school. Many special educators are unaware of legal mandates and best practice in postsecondary transition, especially the intricate needs when working this group. The culturally responsive Summary of Performance (CRSOP) training and support…

With the passage of P.L. 94-142, the Education for All Handicapped Children Act of 1975, now the Individuals with Disabilities Education Act (IDEA), and subsequent amendments, states and jurisdictions have made great strides in the provision of services to young children, ages 3 through 5 years, with disabilities. As of Fall 2009, America's…