Describes transdisciplinary (TD) team model as holistic approach for identifying and educating young migrant students with special needs. Describes differences between TD and multidisciplinary team models. Describes half-day TD assessment of child. Assesses TD approach regarding student needs, staff training, ongoing staff development, and child…

Describes results of including students with and without disabilities in the same classroom. Highlights a decrease in fear of human differences, an increase in self-esteem, growth in commitment to personal moral and ethical principles, and an increase in responsiveness toward others needs among students. Suggests ways to create an inclusive…

Guidelines are proposed for development of early intervention educational goals and objectives that reflect daily functioning skills. Guidelines are presented as questions to pose when developing individualized education programs (IEPs) and individualized family service plans IFSPs). They cover functionality, generality, instructional context,…

This article presents a comprehensive model for assessment of secondary students with disabilities. The model is intended to comply with the Individuals with Disabilities Education Act, which requires identifying transition needs of students in their individualized education programs. The model assists in structuring an outcome-oriented transition…

This article discusses studies supporting the use of computer-managed Individualized Education Programs (IEPs) and potential deterrents using such software, and summarizes software evaluation criteria. A checklist/rating scale is presented and applied to two software programs: the "Talley Goals and Objectives Writer" and "IEPs…

A New Hampshire school district denied a special education program to a severely handicapped and profoundly retarded child. The Court of Appeals ruled in favor of the child. Reviews the legal history of "Timothy W. et al. v. Rochester et al." Advises school districts of actions to take to avoid such cases. (30 references) (MLF)

A study involving 46 parents of youth with disabilities in public and private schools found that they believed the Individualized Education Programs were not individualized, were disappointed in special education, were tired of parenting special-education students, and had minimal parent expectations. Recommendations for parents are provided.…

Adopting full inclusion as the implementation strategy for educating children under the Individuals with Disabilities Education Act (IDEA) will eliminate the discretion granted parents and guardians under the act. Discusses the intent of IDEA, its legal interpretations, and implications for school social workers. (Author/MKA)

This study compared Individualized Education Programs (IEPs) for 108 elementary grade students with mild disabilities in either resource or inclusive settings. IEPs for resource students had more service minutes, more long-range goals, used more information sources, indicated better correspondence between IEP components and student ability level,…

Reviews major tenets of the reauthorized Individuals with Disabilities Education Act amendments of 1997, including strengthening of the role of parents, ensuring access to the general education curriculum, modification of discipline procedures, and changes in how Individualized Education Programs are developed and written. Discusses potential…

This article explains how administrators make it possible for their staff to initiate and implement advocacy efforts on behalf of students with special needs. A step-by-step series of actions and decision points are described to support the implementation of an innovative student-led Individualized Education Program process. (Contains 7…

In the Spring of 1998 the Portland (Oregon) Public Schools hired Dr. Pamela Settlegoode as an adapted physical education teacher for the coming academic year. Her job was to provide adapated PE to students with disabilities in three different schools and to draft individualized education plans (IEPs) in accordance with federal law. Soon after…

Pierre, a second-grade student, has cerebral palsy and uses a wheelchair to ambulate. He is very social and enjoys interaction with his peers. Pierre has a paraeducator named Maria, who is assigned to assist him. His Individualized Education Program (IEP) goals were independence in ambulation, fine motor skills, and flexibility. His special…

Montgomery County Public Schools (MCPS) "Special Education at a Glance," which includes a copy of the "Guide to Planning and Assessing School-Based Special Education Programs," provides in a single document, information about the special education population at each Montgomery County (Maryland public school, including…

Successful and meaningful transition services are the result of careful planning. This planning is driven by a young person's dreams, desires, and abilities. It builds a youth's participation in school, home and community living. Transition planning helps to prepare young people for their futures. It helps them to develop skills they need to go on…