This loose-leaf format handbook is designed to aid vocational teachers, vocational administrators, and others who have responsibility in conducting or administering services to the handicapped and disadvantaged in Alabama under Public Laws 94-142 and 94-482. The information contained in the handbook is compiled from answers to questions on…

With its comprehensive coverage of instruction and intervention practices in natural environments, this is the essential methods textbook for preservice educators and therapists preparing to work with young children who have disabilities. Focusing on children from birth to age 5, this text gives future professionals a wealth of specific, practical…

This curriculum guide for vocational teacher education focuses on the reality of learners and specifically on how to help teachers understand how societal conditions and stereotyping affect youth in the public schools. Introductory materials include a project overview, mission and goals of the curriculum, belief statements, curriculum format,…

The primary purpose of the investigation was to determine the extent to which (a) the Wisconsin Alternate Assessment (WAA) adequately measures the skills and concepts that make up the curriculum and instruction of students with significant disabilities; and (b) the WAA adequately measures the concepts and skill areas represented in Wisconsin's…

The ways in which the needs of special populations--students in poverty, English learners, and particularly special education students--have been addressed in studies measuring educational adequacy vary widely. This paper analyzes how these populations have been treated across various adequacy studies, with its major focus on special education…

Current national efforts at education reform rely largely on the use of standardized testing, the cornerstone of federal education policy as a result of the No Child Left Behind Act (NCLB) of 2001, with its requirements for regular testing of all students and demonstrations of adequate yearly progress on tests by all schools. The challenges…

A special demonstration project was conducted to provide individualized basic/workplace skills instruction to 36 high school dropouts with special needs or learning problems and thereby enable them to earn a high school diploma. Because of time constraints, services were provided to only eight students. Individual Learning Plans (ILPs) were…

The purpose of this publication is to identify the essential components of appropriate programming mandated by Alberta Education for students with special education needs, to provide examples of effective practices, to establish a common understanding of the terminology associated with this specialized field, and to clarify the meaning of…

This document describes a set of indicators that the Division for Early Childhood (DEC) Task Force on Recommended Practices recommends for early intervention and early childhood special education (EI/ECSE) programs for infants and young children with special needs and their families. The indicators are designed to be used by professionals in…

This technical report documents the procedures followed in developing student and teacher surveys to gather information about the accommodations students are accustomed to receiving and those that might be beneficial on a mathematics test delivered on the computer. It provides documentation of the technical adequacy of the survey instruments, as…

Considerable variation exists across response-to-intervention (RTI) approaches. There is currently insufficient research on outcomes associated with these different RTI approaches to inform decision-making. However, school psychologists who are asked to work within an RTI model need guidance to select an approach that has a high likelihood of…

This compilation describes self-selected programs and is a guide for ideas and possible solutions to problems for educational personnel serving special needs populations. Programs are categorized by 19 exemplary career-vocational education components. These components and the five major areas into which they are grouped are as follows: (1) program…

This handbook was produced by the California Vocational Education Resource System (VERS) to assist administrators in planning, implementing, and monitoring career-vocational education services for students with special needs (disabled, disadvantaged, or limited English proficient) in regular vocational education classrooms. The guide is organized…

Developed from courses of study in two-year vocational technical programs at the Gloucester County Vocational Technical School, these taxonomies present behavioral objectives for 12 subjects. They are intended for use by vocational teachers in the preparation of the vocational component of the individualized educational plan (IEP) for special…

This resource is a revision of the teaching resource Individualized Program Plans (1995), Book 3 (ED392232) in the Programming for Students with Special Needs series. It aims to create a bridge between the product, the process and the underlying vision of Individualized Program Planning (IPP). The Standards for Special Education (Amended June…