A middle school program designed to meet functional curriculum goals of students with mild and moderate disabilities in general education classrooms is described, with emphasis on specific preparation for teachers; extensive and thorough collaborative planning; and strong, ongoing implementation support. (DB)

Examines strategies for developing challenging but appropriate programs for children with disabilities. Discusses the importance of identifying and understanding the particular needs of individual children; developing appropriate routines; maintaining ongoing communication with, and the involvement of, family members; and playing an active support…

This article discusses the benefits and outcomes of using Internet-based instruction to improve the performance of students with disabilities by developing Internet-based lessons and assessments that target the growth of higher-order thinking skills required on many state assessments. Internet resources for educators are listed. (Contains…

This article describes the development of TEChPLACEs, a collaborative Web site developed by an inclusive kindergarten class and a university development team, to test the feasibility of incorporating communication technologies into the early childhood curriculum. Contents of the Web site and the benefits to students, teachers, and families are…

A survey of 51 university and agency-based interprofessional education training programs found that family member involvement in the planning, implementation, and evaluation of interprofessional collaboration and curricular attention to family-professional collaboration were present in a small number of programs. Recommendations for increasing…

This article describes the collaborative development of a Master's level program in a competency-based interdisciplinary teacher preparation program emphasizing inclusion and a learning community approach. University, state department, and school district experts collaborated to develop program components, activities, and specific courses. The…

When legislation extended vocational assessment services to limited English proficient and economically/educationally disadvantaged students, which comprise 72 percent of grade 8-12 students in Norfolk (Virginia) Public Schools, innovations were needed to offer expanded services without additional personnel. A multiphase model of vocational…

From 1993 to 1996, Massachusetts' Springfield Technical Community College implemented Students Creating Optimal Resources for Employment (Project SCORE) to develop a model for increasing job opportunities and career prospects of students and graduates with disabilities. The project provided individual career and academic services to students,…

This report describes the desegregation of the education service in the London (England) Borough of Newham from 1984 to 1996, involving closure of most of the education authority's special schools and units and plans for all children with disabilities to be in mainstream schools by 1999. The report reviews the early days of local council policy…

This consensus statement was the result of a conference on school-to-work transition for youths with disabilities which brought together service providers, consumers, family members, researchers, and others. Consensus was reached on several principles, organized around six broad areas: (1) what school-to-work transition for this population is and…

This manual provides information to caregivers on how to successfully develop a child care center that includes children with disabilities. The benefits of inclusion for children, parents, and providers are identified. Principles for developing an inclusive program are noted, such as developing a partnership with a special education agency. The…

This document identifies program planning, development, and evaluation issues related to delivering vocational rehabilitation services designed to promote job retention and career advancement for individuals with disabilities. The seven chapters cover the following topics: (1) implications of major work trends for job placement, retention, and…

This guide is intended to help school districts and individual schools design and implement outcomes-based accountability systems that include students with disabilities. Part 1 provides an overview of issues that must be considered in developing such a system. Part 2 suggests implementation options and strategies and likely implications of these…

The Center for Independent Living (CIL) in Berkeley, California, is described as a mecca for the disabled since 1972, when a coalition of severely disabled people founded the Center with the goal of integrating disabled people into the community-at-large. The CIL's mission is to create and maintain independence for disabled people through…

This set of forms is part of Project STEPS (Sequenced Transition to Education in the Public Schools). They are intended to assist communities develop and use a formalized process for assessing the current status of transition within their community and for interagency planning related to the development of a community-wide transition team. The…