Traditional Individualized Education Program (IEP) goals focusing on mastery of skills taught in isolation are inappropriate for primary-level whole-language classrooms containing children who are deaf or hard of hearing. Sample goals and objectives that measure students' growing ability to read and write are presented. (JDD)

This paper argues for students' inclusion as empowered participants in the process of designing their Individual Education Plans (IEP). Possible student roles in assessment, IEP development, evaluation, modification and other IEP stages are described. Guidelines for student participation in the IEP conference and a sample self-evaluation checklist…

Successful transition planning for students with disabilities from school into adulthood seems to be a complex and difficult process. The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) promote the development of successful transition planning; however, research has shown that special educators are not likely to engage in…

This paper, with portions written in English and French, examines issues in the education of students with emotional or behavior disorders (EBD) from a Canadian perspective. The paper is organized to counter seven "myths" about schools and students with EBD. These are: (1) "the student is the problem" (rather, well organized…

This guide explains how occupational therapists and physical therapists collaborate with educators, administrators, and parents to help children with disabilities in Wisconsin schools acquire needed skills. Chapter 1 provides basic historical information about occupational and physical therapy in schools and introduces a collaborative model of…

Evaluation conducted during the 1974-75 school year of the Experience-Based Career Education (EBCE) program at Northwest Regional Educational Laboratory (NWREL) is reported, focusing on the evaluation findings of the EBCE demonstration project in Tigard, Oregon called Community Experiences for Career Education (CE)2, and various EBCE…

This handbook is intended to facilitate the teaching, learning, and assessment of college creditable interpersonal competence acquired or enhanced by experiential learning situations. Experiential learning may be a result of prior experience, such as community affairs and work experience, or may be sponsored by the college. The concept of…

The manual is intended to help parent surrogates carry out their role by providing an overview of the special education decisionmaking process in Maryland. The parent surrogate is responsible for representing the child in all matters relating to identification, evaluation, educational placement, and programing. Roles of the parent surrogate are…

Designed for preschoolers identified as talented by the Bringing Out Head Start Talents (BOHST) project, the small-group lessons contained in this manual focus on nine areas of talent programming and are presented in color-coded sections: creative, intellectual, leadership, art, music, reading, math, science, and psychomotor talent development.…

The volume is designed to help attorneys, paralegals, and other interested persons to act as advocates for handicapped children. The first chapter provides an overview of federal laws concerning the education of the handicapped (including provisions in the constitution). Chapter 2 lists characteristics and needs of mental retardation, hearing…

Forty-four randomly selected parents of handicapped students from two New England school districts described their level of participation in special education referral, planning, and placement process by responding to questions either in writing or orally in a telephone interview. Among responses were the following: 93% of parents were notified of…

The guide suggests procedures for school district personnel and parents to use in planning for, developing, and recording an individualized education program (IEP) in compliance with New Jersey law. Separate sections addresss the following topics (sample subtopics in parentheses): New Jersey law regarding IEPs; components of the classification and…

The paper provides a framework for a nonbiased placement system for students with suspected handicapping conditions. The suggested approach is designed to help school districts determine whether the appraisal system is contributing to the disproportionate placement of minority group students in special education classes. Nineteen steps in the…

The three volumes outline Alaska's procedures for implementing individualized education programs (IEPs) and for providing nonbiased assessment of exceptional students. The first two volumes deal with IEPs and include sections on initial identification, referral, multidisciplinary assessment, IEP development/placement, IEP review and reevaluation,…

The article discusses problems that may arise in relation to identification, evaluation, Individualized Education Programs, related services, and due process protection for inmates eligible for special education. Problems include failure to identify and evaluate adequately and issues related to discipline, suspension, and exclusion. (Author/CL)