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 author provides a systems approach to the individualized educational plan (IEP) process which provides the information necessary to meet the program planning, implementation, and review elements required by P.L. 94-142 (Education for All Handicapped Children Act), while encouraging the development of interdisciplinary cooperation and…

A study that reviewed 329 Individualized Transition Plans (ITPs) found ITPs generally followed the requirements of the Individuals with Disabilities Education Act, however, they were less likely to address additional transition areas suggested in Louisiana's transitional planning menu, including living arrangements, homemaking needs, financial…

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 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 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 guide suggests a fresh perspective for families and professionals working together to develop Individualized Education Programs (IEPs) for students with disabilities living in Maryland. It begins by explaining the purpose of IEPs and by providing the principles for IEP development in Maryland. Information is then provided on how the IEP is…

This article reviews requirements for considering the need for assistive technology (AT) services within the Individualized Education Program process and highlights the importance of collaborative teamwork. Current AT models are described, along with the AT Co-Planner. The use of a software version of the model is discussed. (Contains references.)…

Recent federal and state laws and regulations mandate new and increased services for handicapped students served by local school districts and educational service agencies. Public Law 94-142 requires that free appropriate educational programs be provided for all handicapped children. To react appropriately to both federal and state mandates and to…

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…