School work is designed to challenge students and help them meet grade-level academic standards. Students with disabilities have the right to learn and participate in the general education curriculum. Public school districts must provide these students with the services, accommodations, and modifications that they need to learn the same material…

There is a high prevalence of mental health concerns among youth in the United States. School-based mental health counselling interventions maybe one way of addressing the mental health concerns of youth. This study investigated changes in students' behavioural and emotional problems scores and discipline referrals for those who participated in a…

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…

The number of students identified under the Individuals With Disabilities Education Act (IDEA) with an emotional disturbance (ED) has remained remarkably stable over the last 30 years. During this time, approximately 1% of the school-aged population has been identified as disabled under the criteria set forth in IDEA (Kim, Forness, & Walker,…

Designed for regular and special education administrators, diagnosticians, and teachers, the manual describes recommended practices and procedures for identifying and serving LD (learning disabled) children, as required by Illinois state and federal regulations. The manual is divided into the following four topic areas (sample subtopics in…

Bearing in mind the requirements of No Child Left Behind (NCLB) legislation, Louisiana's Steering Committee projected performance targets through the year 2014 for the important areas of: (1) Graduation with a Diploma; (2) Dropout Rate; (3) Placement, ages 6-21 and ages 3-5; (4) Achievement Performance Levels, and (5) Discipline. Annual gains were…

A model for the delivery of services to learning disabled children which provides procedures for services in the least restrictive environment through professional and parental participation is described. It is explained that the components of the model are the referral system, the case conference (where the decision is made regarding the…

Presented in the second of two volumes are support packages designed to assist Oregon school districts in complying with P.L. 94-142 (Education for All Handicapped Children Act) in developing special education programs. The volume is divided into six sections: preliminary steps, screening, referral, multi-disciplinary assessment, individualized…

During SY 2010-2011, the Bureau of Indian Education (BIE) continued their efforts to improve the validity and reliability of data reporting. BIE data collections are dependent on school level entry (self-reporting) into the Native American Student Information System (NASIS) or into the Bureau's Annual Report from the schools. In addition,…

Presented in the first of two volumes are procedures and forms designed to assist Oregon school districts in complying with P.L. 94-142 (Education of All Handicapped Children Act) in developing special education programs. The volume is divided into six sections: preliminary steps, screening, referral, multi-disciplinary assessment, individualized…

The document is designed to assist local school systems as they plan, develop, and improve programs for emotionally handicapped students. Sections cover the following areas: definition of emotionally handicapped students; pre-planninq for emotionally handicapped programs; identification, referral, screening, assessment, and placement; service…

Intended for regular classroom teachers, the guide provides information on the educational needs of exceptional children who will be mainstreamed into the regular classroom. Data is presented in the form of answers to 35 questions which cover the following areas: definition and purpose of mainstreaming; developing student instructional programs;…

These guidelines are intended to direct the provision of quality occupational therapy services in educational environments in Delaware. The first section presents a discussion of definitions concerned with: (1) free appropriate public education; (2) related services; (3) occupational therapy services; (4) physical therapy services; and (5)…

This paper addresses two approaches to serving students at risk for or with emotional and/or behavioral disorders in general education settings: (1) use of individual behavior plans (IBPs), and (2) use of the combined classroom model. The process of developing an IBP is detailed, including when an IBP is developed, by whom it is developed, and the…

During SY 2009-2010, the Bureau of Indian Education (BIE) continued their efforts to improve the validity and reliability of data reporting. BIE data collections are dependent on school level entry (self reporting) into the Native American Student Information System (NASIS) or into the Bureau's Annual Report from the schools. In addition,…