The Children and Families Act, 2014 and the new Special Educational Needs and Disability SEND Code of Practice (DfE and DoH, 2014) has led to reforms in how children and young people with special educational needs and disabilities are supported in England. Now, five years on, research has begun to emerge exploring the implementation of the new…

There are a variety of services and supports in Minnesota for children and youth with autism who are age 0-21. These include services and supports provided by state agencies, including the Minnesota Department of Human Services, Minnesota Department of Education, Minnesota Department of Health, and the Minnesota Department of Employment and…

Individualized Education Program (IEP) teams are required by the Individuals with Disabilities Education Act (IDEA) to consider a student's need for assistive technology (AT). Despite this legal requirement, AT supports are often not available to students with disabilities. Many students with disabilities and their families have addressed the…

Schools funded by the Bureau of Indian Education (BIE) are required under the Individuals with Disabilities Education Act (IDEA) to provide services for eligible students with disabilities, such as learning disabilities or health impairments. Services for these students are listed in individualized education programs (IEP). The Department of…

The Individuals With Disabilities Education Act of 2004 (IDEA) requires that an Individualized Education Program (IEP) for students with disabilities, age 16 years and older, include age appropriate transition assessment results aligned with measurable postsecondary goals. This section of the IEP is typically known as an Individual Transition Plan…

Because of the important role secondary special educators have in the transition to adulthood of adolescents with disabilities, it behooves educators to have an understanding of human development. The lifespan perspective on human development is particularly relevant to transition planning. Individuals with a lifespan perspective believe…

The individual education program (IEP) is of critical importance to educators, parents, and students. Through the IEP process school-based teams (a) assess the educational needs of a student, (b) develop meaningful and measurable goals that direct the student's program, (c) develop and implement a program of special education and related services,…

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 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…

The importance of well-planned, meaningful assessments is emphasized in planning effective educational programs for severely communicatively impaired individuals. Assessment and evaluation are defined, and key provisions of Public Law 94-142 and Public Law 99-457 are outlined. Several issues to be considered in establishing effective…

This resource and planning guide provides a framework for practitioners to create an effective educational program for students with traumatic brain injuries. Chapters 1 and 2 provide an overview of brain injuries including information on brain physiology, types of brain injuries, and differences by age. Chapter 3 discusses returning to school,…

This product of the Leadership Training Institute/Vocational and Special Education contains a series of policy papers focusing on the impact of the Individualized Education Program (IEP) provision upon vocational education programming for handicapped youth. Nine papers are included: (1) Legislative Issues and Perspectives: IEPs for Handicapped…

This paper discusses how educators can connect the individualized education programs (IEPs) of students with disabilities to the general education curriculum. It begins by reviewing new provisions in the Individuals with Disabilities Education Act that require a student's IEP to include a statement relative to how the child's disability affects…

This manual assists South Carolina service providers in their efforts to comply with components of Public Law 94-142, Education of All Handicapped Children Act, in order to assure that handicapped children receive an appropriate education. The manual is designed as an evaluation tool for school districts to record areas of compliance and to…