The purpose of this survey study was to investigate the perceptions of music teachers in the state of Wisconsin about their use of Individualized Education Programs (IEPs) in music classrooms. One hundred seventy-nine music educators completed the survey. Music teachers indicated that many of them do not have access to student IEPs and that…

Postsecondary transition planning is a legally-mandated service provided to special education students within the United States. Previous research has identified this process as one of many factors that can contribute to a successful postsecondary transition in various life areas for these individuals. An interdisciplinary transition team, formed…

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

Inclusion of students with disabilities, especially those with mental retardation, has come to mean the placement of all students in general education classrooms, sometimes with limited planning for the individual needs of each student. Several court cases, laws, and movements have brought about the level of inclusion that exists today. However,…

The purpose of this document is to provide guidance for assessment and individualized education program (IEP) planning teams regarding the consideration of assistive technology. The guidelines provide recommended practices that will assist teams in making decisions about an individual student's need for assistive technology and a decision-making…

This article reviews transition as it relates to students with learning disabilities (LD). Specifically, it provides a discussion of transition planning for individuals with LD, an overview of state and federal mandates and initiatives that influence transition practices, and a discussion of transition practices. (Author/DB)

This technical assistance paper focuses on the transition of children with disabilities birth to three and their families from the Infants and Toddlers Early Intervention Program for children ages birth to three to the Prekindergarten Program for Children with Disabilities for children ages three to five. The information presented is consistent…

This introductory article to a special series discusses requirements under the 1997 amendments to the Individuals with Disabilities Education Act to base behavioral intervention planning and positive behavioral support on information obtained through a functional behavioral assessment (FBA) process. The lack of guidance on FBAs and strategies for…

This brief paper considers planning for the transition of students with disabilities from the school setting to adult life. First, "transition services" are defined according to requirements of the Individuals with Disabilities Education Act. The relationship of transition services to the student's Individualized Education Program is…

This book is designed to give special educators, regular educators, and parents the confidence and know-how to develop Individualized Education Programs (IEPs) that are both legally correct and educationally useful. Chapter 1 highlights the five main components of the Individuals with Disabilities Education Act (IDEA): evaluation and…

This manual is designed to help school personnel conduct functional behavior assessments (FBAs) and to develop effective behavior intervention plans (BIPs). The manual begins by providing background information on FBAs including: (1) the four-stage model of collaborative problem solving that is used to conduct FBAs and develop subsequent BIPs,…

This document is intended to assist Iowa school districts and area education agencies in planning and recording the transition service needs of students with disabilities. Its purpose is to provide educators responsible for the development of Individualized Education Programs (IEPs) with additional strategies, ways of thinking, and ways to…

This book considers issues relating to the development, revision, and evaluation of Individualized Education Programs (IEPs), including best practices that have been developed by states and school districts. It begins with an overview of the objective of education for all children regardless of disability, with appropriate goals and instruction to…

This digest discusses the new requirement under the Individuals with Disabilities Education Act that Individualized Education Program teams conduct a functional behavioral assessment (FBA) and implement behavior intervention plans that include positive behavioral interventions and supports for students with disabilities. It describes the purpose…

This article discusses legal requirements for developing functional behavioral assessment and behavioral intervention plans, especially as they pertain to disciplinary actions. This discussion is followed by an outline of elements related to behavioral intervention planning with specific guidelines for school personnel who seek to put such plans…