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…

Intended for preschool teachers, the monograph identifies components of an exemplary program for preschool handicapped children. The first chapter on identification reviews the steps involved in location, screening, and diagnosis. Chapter 2 considers the research literature on the role played by parents and the family in the child's intellectual…

Intended for teachers of the orthopedically handicapped, the document provides the framework and resource from which to implement individualized educational programs (IEPs). The first two sections cover the reationale for IEPs, definitions of levels of orthopedic handicaps, and program goals. The bulk of the document consists of IEP activities in…

Tests are inevitably designed to measure students and therefore will affect both teaching techniques and the student's concept of what is important in learning. Standardized, objective high school English tests, which neglect the individual's needs or accomplishments, limit classroom freedom and the natural course of the curriculum. An integral…

Designed for use by teachers, coordinators, and consultants from occupational education and special education programs, the inservice resource guide presents a system for developing and managing instruction for secondary level special needs learners (students traditionally identified as handicapped or disadvantaged). Included are seven modules,…

Relationships among reasons for referral to special education, psychoeducational assessment results, and individualized education programs (IEPs) were investigated for 405 special education students (preschool through grade 12). Students' files were reviewed, and referral information, psychoeducational assessment information, and IEP content were…

This study synthesizes published and unpublished research on the effects of adaptive education on student outcomes. The study found adaptive education affects student outcomes positively and suggests that tailoring instruction to individual students is more effective than traditional educational methods. (MD)

Visual defects associated with cerebral palsy and educational issues relevant to the multiple handicapped child are considered. Educational concerns include medical and developmental assessment; periodic evaluation of the individual education plan; comprehensive programing (i.e., medical, psychological, educational, and sociological); and parental…

A three-stage formal identification procedure is recommended to assure identification of those gifted and talented students who need alternative programing. Following identification of a student, an individual student plan, including such information as a justification for the time the student will lose from the regular curriculum, should be…

Competence in algebra is linked to access to higher education, employment in better-paying jobs, and, increasingly, the ability to earn a high school diploma. For many students with learning disabilities, developing proficiency in algebra represents a challenging, but necessary goal. Teachers of students with learning disabilities need access to…

The use of goal-based assessment in adult literacy programs is described as an alternative to traditional assessment procedures that do not adequately address needs of adult learners. An Exploration Team involves the adult learner in all four dimensions of literacy learning: practices, strategies and interests, perceptions, and goals. The…

The paper addresses problems and strategies for evaluating mainstreamed students in vocational education classes. In addition to grading concerns, the area of graduation requirements is also considered. Alternatives to traditional methods of evaluation, including competencey based evaluation and adaptation of assessment techniques are described as…

The guidelines focus on procedures for determining eligibility for services of children with specific learning disabilities. A 13-step process is delineated from the classroom teacher's response to individual learner needs through multifactored evaluation team function to annual review and reevaluation. Throughout the process, special emphasis is…

The report documents the 1981-82 and 1982-83 cycles of School-Based Support Team (SBST) services administered by the New York City Public Schools Division of Special Education. SBSTs include school social workers, psychologists, and educational evaluators as core members and are intended to provide consultation and support to regular education…

The practicum was designed to increase the usefulness of psychoeducational data provided by the school psychologist for educational decision making concerning handicapped students at the elementary level. The first goal was to provide staffing committee members with psychoeducational data in a more useful form than data provided through…