Based on the premise that thousands of disabled do not participate in vocational education mainly because of nonacceptance into programs due to a lack of readiness, a study was conducted focusing on three severely disabled groups: (1) those accepted by the Department of Rehabilitation for programs, (2) those not accepted but given "pre-vocational"…

The annotated bibliography on early childhood intervention for the culturally different contains approximately 60 abstracts and associated indexing information for documents published from 1966 to 1974 and selected from the computer files of the Council for Exceptional Children's Information Services and the Education Resources Information Center…

Primary objectives of a national study were to quantify resource utilization patterns of vocational education programs effectively serving special needs populations and to develop a methodology for estimating resources required to successfully serve these populations. Emphasis was placed on the disadvantaged, as defined in P.L. 90-576. Surveyed…

The Kentucky Early Childhood Transition Project (KECTP) was funded in 1992 by the Kentucky Department of Education and later expanded with support from the Kentucky Early Intervention System, to provide training and technical assistance to local communities in the state of Kentucky on effective transitions. KECTP was an outgrowth of Project STEPS,…

This policy brief examines several questions regarding the impact of No Child Left Behind (NCLB) on students with disabilities, including: What are the benefits of the law? What are the unintended consequences? Does NCLB conflict with the federal Individuals with Disabilities Education Improvement Act (IDEIA)? In addition, the author conducted an…

A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans. Every chapter is grounded in research and addresses the nuts and bolts of teaching math to students who are not adequately prepared for the challenging middle…

This report reviews what is known about alternative routes to certification (ARC) in special education. First, it defines ARC and discusses the confluence of factors that has hastened its growth and popularity, particularly in specialized, high-need areas such as special education. Factors cited include persistent shortages of qualified personnel,…

This final report presents a study of 27 classes that participated in a school-to-work initiative that used systematic observation methods combined with teacher and administrative surveys to examine the construct validity of classroom practices related to the integration of academic and occupational curricula for secondary students with and…

This brochure summarizes results of a study of "best practices" in the Student Support Services program (SSS), a federal program intended to increase the college retention and graduation rates of participants who are the first-generation in their families to attend college, are disadvantaged, or are disabled. To identify best practices,…

This final report describes the activities and outcomes of a service coordination outreach project designed to assist states in meeting their urgent needs for qualified and appropriately trained personnel to carry out their new roles as service coordinators in the provision and coordination of early intervention services as stipulated in federal…

This brief report discusses the outcomes of a study that examined statewide behavioral initiatives (SBI) that involve general education, special education, or both. Forty-three state education agencies (SEAs) responded to a survey that investigated the development of SBI, focus of the SBI, and how well the SBI addresses the needs of students with…

A preliminary evaluation of a recently developed multicomponent educational and support program for enhancing the self-determination of youth with disabilities found that participating students (18 young adults with mental retardation) in the classroom-based competency building sessions demonstrated improved choice-making, interpersonal problem…

Resource room teachers (n=878) indicated their extent of use of 19 strategies associated with promoting the success of mainstreamed handicapped students and indicated barriers to effective service delivery. Teachers attached a high degree of importance to use of the strategies, but reported only moderate use. (Author/JDD)

A study of 52 African-American children with speech/language disorders investigated how a large urban school district implemented recommendations of an early intervention program that fed into its schools. Results showed that the early intervention team's assessment and identification information was highly accurate and that early intervention…

A survey was conducted of 193 directors of agencies providing home visits as part of early intervention programs for infants and toddlers with disabilities. Findings indicated limited coordination with hospitals, medical specialists, and mental health services; insufficient compensation for service coordination efforts; and state support to…