This publication provides Autism Program Quality Indicators (APQI), intended as a self-review and quality improvement guide for schools and programs serving students with autism spectrum disorders. The APQI were developed by the New York Autism Network at the request of the New York State Education Department. The APQI promote the goal that all…

The purposes of the study were to: (1) identify the issues addressed at the due process hearings in this southeastern state, and (2) examine the implications for educators. Due process hearing decisions rendered since 1994, a total of 31 were reviewed. Results of the study showed that student placement was the most common issue for which a due…

Designed for general and special education administrators, teachers, and other education professionals, this book offers a "big picture" of high expectations, assessment, and accountability for students with significant disabilities. Chapters focus on the following eight steps involved in the development and administration of alternate…

This manual describes different types of accommodations educators can use to include students with disabilities in general education classrooms, including accommodations relating to instructional methods and materials, assignments and classroom assessments, time demands and scheduling, learning environment, and use of special communication…

Asserts that middle level teachers can deal effectively with the challenges of appropriate grading for all students. Argues that motivating students with learning disabilities requires the attention of the entire IEP (Individualized Education Plan) team to modify instruction, adapt grading procedures, and keep communication open with parents and…

This quasi-experimental study examined the effectiveness of Assessing One and All (AOA), a Web-based teacher professional development program. AOA was designed to enhance teachers' assessment literacy and skills in general and inclusive educational assessment practices. Fifty-five teachers from Arizona, South Carolina, and Wisconsin participated…

This guide to help parents work in collaboration with the school team to enhance the education of their children with emotional or behavioral disorders considers special education and related services, special education evaluation, the individualized education program (IEP), school rules and policies, day treatment, residential placement,…

This report on education standards considers national educational reform, New Hampshire initiatives, and implications of education standards for students with special needs. Included is information on national curriculum standards projects for mathematics, art, history, civics and government, geography, English and foreign languages, economics,…

This handbook for parents of children with Tourette Syndrome (TS) includes information on the child's rights under the law and legal steps to achieve those rights. Relevant federal laws are reviewed including Individuals with Disabilities Education Act requirements for impartial due process hearings, least restrictive environments, and allowance…

This curriculum guide provides information on how a Texas high school for adolescents and adults (ages 15-21) with severe disabilities was able to coordinate the Life Centered Career Education (LCCE) curriculum with Dallas Public Schools district curricula and other best practices. Part 1 discusses why the LCCE curriculum has been adopted and the…

This manual assists in developing educational goals and Individual Education Plans for children with visual impairments, by providing guidelines for selecting appropriate learning media for optimum literacy development. Part 1 describes the target populations, the members of the interdisciplinary team, and the team members' responsibilities. Part…

This document provides a side-by-side comparison of Virginia regulations governing special education programs, the Virginia Comprehensive Services Act, and the federal 1997 Amendments to the Individuals with Disabilities Education Act of 1997. Differences and similarities are illustrated for sections relating to: (1) definitions; (2)…

These guidelines were prepared to provide direction toward implementing a functional instruction curriculum that leads to independence and occupational skills for Ohio's developmentally handicapped and multihandicapped students. The curriculum uses a three-part definition of adaptive behavior, involving independent functioning, personal…

Intended for parents of children with possible disabilities in Texas, these two combined booklets (one in English and one in Spanish) outline the step-by-step process qualifying the child for special education services and explain the parent's rights and responsibilities under federal and state law. Introductory material includes a letter to…

This document describes: (1) the programs and environments that may be considered as general education environments for children with disabilities under the age of six, in addressing the least restrictive provisions of legislation; (2) the procedures to be followed in the process of developing individualized education program (IEP) goals and…