This volume is the third in a series (developed in response to a needs assessment survey of special educators in Alberta, Canada) providing practical suggestions about instructional strategies, classroom management, preparing individual program plans, and understanding special needs. This volume presents a process for development of Individualized…

Reviews a 1979 report from a Vermont governor's commission proposing future directions for education in Vermont, particularly in regard to teacher training and the educational delivery system. (Author/JM)

This article describes a program at the Dallas (Texas) Regional Day School for the Deaf for multihandicapped elementary and secondary students. The program utilizes the Functional Skills Screening Inventory to identify current skills, develop objectives, monitor student progress, facilitate long-range planning, and evaluate the instructional…

This position paper proposes an expanded definition of transition, based on common components of early childhood and secondary perspectives. It advocates for a seamless model of transition service delivery for students with disabilities, including program planning, from birth through age 21. The model addresses curriculum, location of services,…

This report describes and evaluates the La Grange (Illinois) Area Department of Special Education (LADSE) network for students with emotional and behavioral disorders (EBD). It also presents a curriculum guide for applying the wraparound approach in schools. The LADSE EBD network is based on three levels of support: special classroom, supported…

The ten 1998 issues of the newsletter of TASH comprise this document. An issue typically contains news items, a column by the organization's executive director, reports from special interest groups, legislative testimony, conference information, and several major articles, such as the following: "A Q&A on IDEA 97 with Tom Gilhool"; "Positive…

Curriculum is an essential element in Individualized Education Program (IEP) development, which has often been left to special education teachers unequipped for the task. A lack of district-wide curriculum foundations leads to haphazard decision-making. Teachers have often relied on their own content biases, speculations, and standardized tests…

The Future-Based Assessment/Intervention Transition Model is an individualized approach to educational planning for students with disabilities. The model involves developing a plan around short-term and long-term goals that will prepare students to meet demands in school and in future adult environments. (JDD)

The Delaware State Plan for fiscal years 88-90, as mandated by Public Law 94-142, the Education for All Handicapped Children Act. Part I consists of various submission statements and certifications required by the law. Part II consists of substantive requirements. Policies, procedures, and descriptions concerning the following are detailed: right…

In the education of individuals with autism, it is crucial that programming focuses on developing a repertoire of lifetime skills. Information on an individual's strengths to use in educational planning can be gathered from standardized instruments, from observation in natural settings, and from interviews. It should be kept in mind that the…

This manual describes a Kansas program which is working toward full inclusion of students with deaf blindness through the MAPS approach (which stands for Making Action Plans or the McGill Action Planning System). An introduction stresses the value of integration and the focus of MAPS on the student's abilities and not his/her weaknesses. The MAPS…

This teacher training module is designed to help teachers design curriculum and teaching to accommodate student diversity. The approach locates decisions with groups of teachers, creates new roles for both general and special educators, and redesigns the Individualized Education Program. After an introduction and overview, the first section…

This guidebook to developing programs which include children with disabilities in general education classrooms offers a step-by-step process, specific instructions, scheduling helps, and master forms. An introduction (Section I) describes the COACH (Choosing Options and Accommodations for Children) approach identifying such assumptions as the…

This guide attempts to describe an outcome-oriented transition model and planning process that educators, families, and community service providers have found feasible to implement; that results in relevant educational interventions for individual students; and that reflects promising practices in the field of education. The intent is to provide a…

This Alaskan state plan details services to be provided to preschool, elementary, and secondary students for Fiscal Years 1995, 1996, and 1997 under the Individuals with Disabilities Education Act (IDEA). The state plan discusses compliance and services under IDEA provisions that address: (1) the right to education; (2) full educational…