The National Institute for Early Education Research (NIEER) conducted a needs assessment to understand and describe early childhood services for preschool-age children with an Individualized Education Program (IEP) in the state of Connecticut. In collaboration with the Connecticut State Department of Education (CSDE), NIEER developed survey…

This guide describes how to set up, implement, and evaluate an individualized leisure education program for secondary school students with disabilities. Field testing of the program found that students who participated in the program were more independent in their leisure and had a smoother post-school adjustment. After an introduction, an…

The report describes Project LEARN, an educational program to identify the learning disabled (LD) youths who become involved with juvenile court and to facilitate their reentry into the educational system. Chapter 1, on the project's theoretical, legal, and agency foundations reviews the LD/JD (juvenile delinquency) link as it relates to program…

This position paper proposes an expanded definition of transition, based on common components of early childhood and secondary perspectives. It advocates for a seamless model of transition service delivery for students with disabilities, including program planning, from birth through age 21. The model addresses curriculum, location of services,…

AMONG THE POINTS OF CONSENSUS EMERGING FROM THE SECOND CONSULTATION ON CONTINUING EDUCATION FOR MINISTERS WAS THE DECISION THAT FINAL RESPONSIBILITY FOR EDUCATION PROGRAMING RESTS WITHIN DENOMINATIONS, ALTHOUGH ECUMENICAL AID MAY STIMULATE IT. CENTRAL COORDINATION OF EDUCATIONAL EFFORTS BY COOPERATING DENOMINATIONS IS DESIRABLE, BUT CENTRAL…

Intended as a guide for implementation of an educational program for handicapped adults, this manual discusses essential components for an educational developmental disabilities program using an adult education delivery system. Materials are based on efforts of the MSAD (Maine School Administrative District) #11 to offer educational programming to…

Federal law (PL 94-142) has charged schools with the task of constructing for handicapped students individual educational programs that specify curriculum-based goals with procedures for measuring progress toward these goals. To demonstrate substantive and procedural compliance with this law, measurement and evaluation procedures must be…

The guidelines are designed to help Oklahoma school administrators, counselors, teachers, and parents better understand learning disabilities. Following an excerpt from the Federal Register regarding evaluation of learning disabled (LD) students, the following three topics are addressed: (1) the referral process (pre-refereal and formal referral);…

Intended for Oklahoma school administrators, teachers, and parents, the guidelines examine factors in educating mildly and moderately mentally retarded students. General information is first presented on such topics as definitions, facilities, scheduling, mainstreaming, teacher role, teaching strategies, learning centers, discipline, grading and…

This paper presents a transcript of a National Center on Secondary Education and Transition's (NCSET's) teleconference call held on June 29, 2005. Presenters Pam Stenhjem and Megan Dushin described the Youthhood Web site (http://www.youthhood.org), NCSET's interactive Web-based curriculum developed to help young adults plan for life after high…

This resource manual provides guidelines for development, management, and evaluation of Florida school district programs for students with visual impairments. In each section rules are presented first and are in script type. General rules are followed by rules specific to programs for the visually impaired. Following the rules, recommended best…

Several models have been developed to aid in selecting appropriate educational content for special needs students. These include the developmental model, behavioral model, categorical model, and environmental or ecological model. The ecological model involves determining the skills that a fully functioning member of society normally performs in…

This guide presents a model for designing an early childhood program that educates children with and without disabilities in the same classroom setting. Its system of instruction is developmentally appropriate for preschool children and provides effective early intervention for young children with disabilities. It focuses on creating an…

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 document presents a "Quality Program Indicators Checklist" developed with the goal of program improvement in classrooms for students in Kentucky with moderate and severe handicaps. The checklist evaluates program effectiveness in six component areas: (1) integration (interaction opportunities and teacher behaviors supportive of…