The manual was developed to assist Ohio local school personnel in meeting the needs of physically handicapped children. An initial chapter reviews federal and state laws and administrative rules. A chapter on evaluation and individualized education program development covers personnel, evaluation types, and sample procedures. Program…

The paper briefly describes Public Law 99-457 (The Education of the Handicapped Act Amendments, 1986) with emphasis on implications for families, service providers, and early childhood educators. Among the law's components are the following: all the rights and protections of Public Law 94-142 (Education for All Handicapped Children Act) are…

This packet, a product of the Advancing Educational Techniques (AET) Project, addresses the theme of empowerment on the part of those working with children who are differently able. The first section explores the concept of empowerment as addressed in current literature and includes an annotated bibliography. Other sections of the packet focus on:…

The booklet offers guidelines to help parents of children with autism become more effective advocates for their children. Following a brief summary of parental rights in the education process, the booklet addresses special education and due process concerns. The hierarchy of procedures in bringing about a resolution of differences between parents…

This paper takes a brief look at how several courts have interpreted the Education for All Handicapped Children Act, generally known as Public Law 94-142, and the Rehabilitation Act of 1973, generally referred to as Section 504. The questions under consideration include the right of an individual to sue under 94-142 and 504; the definition of the…

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…

The role of parents in the decision-making process of forming an individualized education program (IEP) for their hearing impaired child is explored. Characteristics of parents in school-related roles are discussed, including the role of student or learner about their child's handicapping condition and the role of advocate for the interests of…

Explores an integrated approach to technology, examines the transition of individuals with disabilities from historical and current perspectives, and provides an introduction and philosophical base for the articles which follow. Key provisions in federal legislation that affect transition and the technology applications are analyzed. (CR)

Provides an overview of some of the key provisions in the Individual with Disabilities Education Act Amendments of 1997 and its accompanying regulations. Discusses changes in provisions affecting student placement in the least restrictive environment, the Individualized Education Program including transitional services, funding, reevaluations, and…

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.)…

Reviews the legal basis for the mandatory consideration of supplementary aids and services for enabling children with disabilities to be educated in the regular classroom and presents a four-step approach for teams to use in determining supplementary aids and services for children with disabilities. (Author/CR)

Curriculum-based measurement (CBM) bridges traditional psychometric and classroom-based observational assessment paradigms to forge an innovative approach to measurement, with several advantages over traditional and other forms of classroom assessment. This article provides a framework for extending CBM in two ways. First, the authors explain how…

As a result of inherent cognitive and language difficulties, individuals with mental retardation/developmental disabilities often are considered difficult to assess appropriately. When cognitive and language difficulties occur in conjunction with behavioral issues, this difficulty is compounded. The IDEA requirement to include a form of…

The Early Intervention Program for Infants and Toddlers (P.L. 99-457), now known as Part C of the Individuals with Disabilities Education Act (IDEA), was established by the federal government in 1986 "to encourage states to expand opportunities for children less than 3 years of age who would be at risk of having substantial developmental…