To better support districts and preschool program providers, the Ohio Department of Education's Office of Early Learning and School Readiness is providing answers to the following frequently asked questions pertaining to Ohio Administrative Code 3301-51-11. This document is divided into sections aligning with each section of the rule. This…

To better support districts and preschool program providers, the Ohio Department of Education's Office of Early Learning and School Readiness is providing answers to the following frequently asked questions pertaining to Ohio Administrative Code 3301-51-11. This document is divided into sections aligning with each section of the rule. This…

Using three leveled surveys of school district personnel (elementary, middle, and high school), we collected data on the current status of practices and procedures in gifted education across the nation. Results from 1,566 respondents in separate school districts to questions relating to administration (staffing), identification of gifted students,…

Globalization is bringing about a radical "rethink" regarding the delivery of graduate management education. Today, many students entering a residential MBA program do not possess an undergraduate degree in business. As a result, many business schools are increasingly turning to the Internet to provide "customized" instructional content to ensure…

This digest briefly discusses the identification of students who are gifted, difficulties in the identification process, appropriate identification practices, and procedures that can help with identification. First, it stresses that identification must be the means to securing appropriate services for the student, not an end in itself. The paper…

This analysis of underserved gifted preschool and primary children explores the identification of gifted children from the current perspective, examines the impact of current identification practices on underserved populations, outlines some promising practices for assessment, and summarizes implications for educational development when serving…

Directors of gifted and talented programs in 38 states responded to a Gifted Practices Survey. The survey addressed identification, evaluation methods, definitions, role of the regular classroom teacher, certification programs, and the history of providing services and special funding. Findings suggest that states appear to be engaging in expected…

This guide describes legislation, policy, and funding related to the education of students with special needs in Alberta (Canada) and outlines the province's program delivery requirements and expectations. After an introduction, the first section provides policy guidelines with excerpts from legislation concerning provincial policies and special…

The workshop resource manual provides a general approach and specific strategies to train and assist preschool and Head Start teachers in implementing a model of services for identifying, programing for, and evaluating the handicapped child in the classroom. Unit I examines the process of planning and implementing technical assistance activities…

This final report discusses the outcomes of a 4-year project designed to identify all children in Kentucky who are deaf-blind and provide training and technical assistance to improve the quality of special education and related services in Kentucky for children ages birth through 21 who are deaf-blind. The children are in integrated environments…

The booklet presents 36 policy statements related to the provision of educational services to exceptional children in Ontario. These policy statements are updated versions of 31 statements formulated in 1973. The statements cluster in six major areas (sample subtopics in parentheses): (1) goals and commitments to the education of exceptional…

The study examined the characteristics of children currently classified as learning disabled (LD) in Illinois. Student and teacher checklists were completed and records reviewed for 1349 students (ages 5-20). Results are depicted in table form and summarized according to five major objectives: (1) to determine types of regular education remedial…

The position paper of the National Joint Committee on Learning Disabilities (NJCLD) examines issues in identification and intervention with regard to preschool learning disabled children. Identification issues cluster around at-risk indicators, the importance of systematic observations, and the use of screening instruments and procedures such as…

This guide has been developed to assist Ohio school districts in completing the requirements of Ohio legislation on the identification and services for children who are gifted. It includes instructions for developing and submitting a service plan for children who are gifted and a fiscal estimate of the plan. The guide corresponds with a Web site…