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…

A study analyzed the extent to which states implemented the transition services required by federal law during the 1993-94 through 1996-97 monitoring cycles. Results found many are not inviting students to their Individualized Education Program (IEP) meetings and that 50 percent did not have statements of needed transition services (Individualized…

Successful transition planning for students with disabilities from school into adulthood seems to be a complex and difficult process. The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) promote the development of successful transition planning; however, research has shown that special educators are not likely to engage in…

IDEA is the nation's special education law. Under IDEA if a child is found to be a "child with a disability," he or she is eligible for special education and related services. If your child has a disability, under IDEA, a team of people will gather to talk about what special instruction and services your child needs. This team includes…

Special education literature abounds with a challenge to special educators to promote the acquisition of self-determination skills in their students. A critical component of self-determination that can be readily addressed in the school setting is self-advocacy. The authors believe that meeting the challenge of enhancing student's self-advocacy…

This guide explains how occupational therapists and physical therapists collaborate with educators, administrators, and parents to help children with disabilities in Wisconsin schools acquire needed skills. Chapter 1 provides basic historical information about occupational and physical therapy in schools and introduces a collaborative model of…

The volume is designed to help attorneys, paralegals, and other interested persons to act as advocates for handicapped children. The first chapter provides an overview of federal laws concerning the education of the handicapped (including provisions in the constitution). Chapter 2 lists characteristics and needs of mental retardation, hearing…

The document contains an appendix to a larger document on child advocacy for handicapped students needing special education. Appended material includes regulations for Section 504 of the Rehabilitation Act of 1973, the Buckley Amendment, and Developmental Disabilities Act, policy interpretations from the Department of Education regarding…

Written for parents of handicapped children in Minnesota, the booklet decribes parents' rights and responsibilities in special education. The question and answer format addresses the following topics: changing rights as a result of P.L. 94-142 (The Education for All Handicapped Children Act) and Section 504 of the Rehabilitation Act of 1973; types…

The booklet is intended to familiarize parents of handicapped children in Kentucky with state and federal law regarding the education of handicapped students. Implications of the laws for types of services and age ranges to be served are discussed. Parents' role in the individualized education program (IEP) process is traced from referral,…

Development of three individualized education programs (IEPs) to establish manual communication skills with severely and profoundly retarded nonverbal normal hearing students resulted in identification of areas of concept formation, long range goals, short range objectives, strategies, and evaluative techniques that were generally effective for…

Intended for educators who deal with parents of handicapped students, the handbook provides practical suggestions for working with parents not only at times where federal law requires it but through the process of development, implementation, and review of an individualized educational plan (IEP) as well. Eight sections cover the following topics…

The document deals with two major issues relating to the individualized education program (IEP) process in Utah--compliance with P.L. 94-142 (the Education for All Handicapped Children Act) by local districts and the state's role in monitoring such compliance; and the development, implementation, and review of IEPs and the state's position with…

A piece of civil rights legislation, the Individuals with Disabilities Education Act (IDEA) guarantees students with disabilities a free appropriate public education (FAPE) in the least restrictive environment and authorizes appropriations of billions of dollars in funding to states and school districts to assist them in providing special…

On December 3, President Bush signed into law the "Individuals with Disabilities Education Improvement Act of 2004," amending IDEA '97. These amendments continue the focus on educating children with disabilities, to the maximum extent possible, in the general education curriculum and go a step further by aligning many of the provisions…