This guide for parents of children with disabilities in Florida is intended to answer common questions about the exceptional student education program. The first chapter provides an overview of exceptional student education including laws about the education of children with disabilities, parents' records, planning a child's education, continuing…

This manual provides Tennessee educators with step by step procedures for completing Individualized Education Programs (IEPs) for students with disabilities. It begins by discussing the purpose of the IEP and providing an overview of federal law provisions governing IEPs. The following pages describe each provision of the IEP and list points to…

This guide is designed to help individual teachers as they plan for and implement student-led Individualized Education Programs (IEPs) for students with disabilities. It presents activities for helping secondary students develop and participate in their IEPs. The first part of the guide is organized around the following five stages for involving…

This booklet presents basic information on the transition from early intervention or preschool to school for parents of young children with disabilities living in Ohio. Through extensive graphics and large print, the booklet provides information on the following topics: what transition is; who is involved in transition; requirements for parental…

This paper addresses issues related to Medicaid-reimbursable nursing services covered under the Florida Medicaid Certified School Match Program and the federal Medicare Catastrophic Coverage Act in coordination with the Individuals with Disabilities Education Act. Following a brief section providing background information, 23 questions and answers…

This document is a guide developed for the Dallas Independent School District's (DISD's) Multiple Careers Magnet Center, which provides special education students with training in standards of work performance and specific occupational skills for successful transition to community life and employment. The document also provides information for…

Intended for Minnesota legislators, this report compares special education requirements under Minnesota special education legislation and federal legislation. It is divided into two parts. Part 1 compares Minnesota special education law and federal special education requirements under the Individuals with Disabilities Education Act (IDEA). Part 2…

New Mexico defines a pathway as a planned program of study (course, Individualized Education Program [IEP] goals, objectives, and benchmarks) designed to address the needs of individual students. Students receiving special education services are able to earn their high school diploma option by following one of three pathways: Standard, Career…

An inservice program entitled The Team Approach to Educational Decision-Making: Inservice for Multidisciplinary Teams is described. It provides instruction in team theory, communication skills, and problem-solving techniques to create more active and effective team participation in the Individual Education Program decision-making processes to meet…

Among findings were that 71% felt they were actively involved in IEP development, parents of Caucasian children were significantly more aware of services listed on their child's IEP than parents in other ethnic groups, and only a slight majority felt that school had identified their child's needs as soon as possible. (SW)

The article considers such issues as the individualized education plan, due process procedures, the least restrictive environment, parent participation, annual reviews, and allocation of federal support. Recent setbacks caused by cutbacks at the California and national level are cited as a result of more recent state and federal rulings. (SB)

Ten key issues and obstacles pertaining to mainstreaming are discussed, including redefining the relationship between special and regular education, the schock of normalization, recognition of physical and psychological barriers, teacher attitudes, labeling, and the individualized education plan. (DLS)

The authors define the individualized educational program (IEP) provision of PL 94-142 and the roles and responsibilities of the participants in the IEP process. Studies of concerns and potential problems with the IEP are briefly reviewed. (SJL)

Addresses four issues in programming for the handicapped: role of the vocational educator in the Individual Education Program; utilization of available resources by vocational educators; parental involvement in programming for the special needs student; and increased need for inservice and professional development. (CT)

Reviews the 1997 amendments to the Individuals with Disabilities Education Act in the context of the law's history. Focused on are changes in Individualized Education Program requirements, mediation as a conflict resolution option, discipline of students in special education, and the required review of the relationship between a student's…