The Individualized Education Program (IEP) is an essential component in providing a free, appropriate public education (FAPE) to individuals with disabilities. The 2004 amendments of the Individuals with Disabilities Education Act (IDEA) have attempted to reduce the paperwork requirements of the IEP, while simultaneously ensuring that the goal of…

This study examined the quality of transition components of the IEPs of 28 high school graduates with disabilities, their projected postsecondary outcomes and levels of satisfaction with these outcomes, and the correspondence between projected and actual outcomes. Results indicated that, although the quality of the transition components was not…

Since 1998 there has been a dramatic increase in children diagnosed with Autism Spectrum Disorders (ASD), resulting in an estimated prevalence of 1 in 150 children. Federal law requires schools to educate children with ASD in the least restrictive environment, increasing the number of children with ASD in regular classrooms. Teacher preparation…

Administrators in public schools are undoubtedly familiar with their duties under federal law to serve students with disabilities in the educational program. Far fewer, however, are aware of their legal obligations to these same students in after-school athletics and extracurricular activities. Are students with disabilities entitled to…

Evaluation is a process that helps parents and schools determine whether a child has a disability. Under IDEA a "child with a disability" is one who qualifies for special education and related services. A child cannot receive special education without an evaluation. Evaluation is completed in all areas of suspected disability. The…

Presented is the summary report of the Third Annual Conference of the Title VI-G Network which was designed to update learning disability (LD) professionals on pertinent program and education developments, to inform them of future trends and plans, and to offer concrete help in their present work. Introductory sections provide a schedule of the…

The overrepresentation of students with racial, cultural, ethnic, and linguistic diversity (RCELD) in special education has been well documented for over 30 years. This phenomenon is known as "disproportionality." In an effort to address the disproportionate issue, the Wisconsin Department of Public Instruction funded a collaborative…

This brief is intended to provide State Education Agency (SEA) and Local Education Agency (LEA) educators with a brief overview of key components of GraduateFIRST, a Georgia program targeting issues impacting school completion for students with disabilities. Georgia's GraduateFIRST program has redefined the state's approach to raising graduation…

This issue of the "Quarterly Resource" focuses on Head Start's role in complying with federal regulation concerning Individualized Education Programs (IEPs) for young children with disabilities. The report spells out the responsibilities of the local education agency and of the Head Start program. It discusses membership on the…

This self-audit package is intended for use by Illinois administrative units to determine to what extent they meet the requirements of Public Law 94-142 and the State Rules and Regulations to Govern the Administration and Operation of Special Education. Such determination can be achieved by auditing the Individualized Education Program (IEP)…

Under the federal Individuals with Disabilities Education Act (IDEA) and Vermont Department of Education's Special Education Regulations, parents have specific rights concerning their participation in the special education process. The purpose of this booklet is to inform parents of those rights and to provide them with a list of resources to…

The United States Congress amended the Individuals with Disabilities Education Act (IDEA) in 1997 to reflect changes in the special education field over the previous twenty years. In this 2-hour videotape recording designed for teachers, administrators, parents, and others, Dr. Barbara Bateman presents her insights about changes in IDEA law and…

Children go to school to learn, of course. But parents of children with disabilities often ask, "How will I know my child is learning and making progress?" Parents can answer that question by looking at a variety of data, including information from special education and general education sources and information from outside the school.…

The author reviews changes in America, Great Britain, Australia, New Zealand, and elsewhere in the educational opportunities and treatment of exceptional children. (PHR)

Inclusion advocates support heterogeneous programs where special education students are educated within the confines of a regular educational classroom. An array of services are provided that are coordinated across educational and community agency personnel. Districts must make sure the students are ready to be included, the staff is trained, and…