The aim of the study is to determine of the Guidance and Research Center (GRC) managers' opinions about unexpected problems of identification, placement-follow up, IEP development, and integration practicing. Being a descriptive study, the research data are collected from 116 managers of GRC. The inquiry form, which is developed by the researcher,…

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,…

Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their non-disabled peers. This article presents findings from a qualitative case study of…

This toolkit was created to make transition planning easier and offers easy-to-understand information about the purpose of transition planning, the goal and importance of age-appropriate assessments, and the required rules that are used by schools. It also includes information on the community partners that can provide youth with supports as…

An administrator, broadly conceived, is a person who has authority to lead and manage people, practices, materials, and policies in an educational unit. Dan Tannacito shows teachers the pathway to becoming English language program administrators (ELPAs) and the myriad benefits they can derive. Most may be surprised to see that they are already on…

Given the centrality of the Individualized Education Program (IEP) to services for students with disabilities, the decision-making process during the IEP meeting deserves attention in research and implementation. In this case study, IEP team decision-making is examined as a socially situated practice. Transcripts of an initial evaluation and IEP…

Despite the continued growth of inclusive practices, an increasing number of students with disabilities are being served in alternative school settings. However, the number of students served in these settings, and the services they are receiving, remains virtually unexplored. This study reports the results of a survey of alternative schools in…

The purpose of this study is to investigate factors that may influence school administrators' disciplinary decisions involving students with disabilities. Confirmatory factor analysis suggests that the investigator-developed measures adequately represent the hypothesized latent factors per the pattern of observed responses. The hypothesized…

Louisiana developed a time frame for compiling the State Performance Plan with as much opportunity for broad stakeholder input as possible before the required submission date. 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…

This report presents Special Education Indicator Performance data tables for 173 Bureau of Indian Education schools. Indicators include: (1) Graduation Rate; (2) Dropouts; (3) Assessment Targets; (4) Assessment Targets--Reading; (5) Assessment Targets--Mathematics; (6) Suspensions and Expulsions--High School; (7) Suspensions and…

According to the Centers for Disease Control and Prevention (CDC), the numbers of children identified with Autism Spectrum Disorder (ASD) continues to rise. In North Dakota, the percentage of students identified with an ASD has increased from 1.9% of the total population of students with disabilities in 2004 to 6.2% of that same group in 2013-14.…

Identified are seven educational options and related services for determining individualized education programs of aurally handicapped students. (CL)

In an interview, K. Wyatt, president of The Council for Exceptional Children, discusses issues related to determining the most appropriate and least restrictive environment (LRE) placement for mentally retarded persons. (CL)

Parents of children who are deaf and who have disabilities often face barriers in ensuring that their children receive the services they need. Some of these barriers include lack of awareness about deafness-disability constellations, shortages of professionals knowledgeable about how deaf children learn or the impact of the disability on deaf…

The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities be educated with peers without disabilities "to the maximum extent appropriate." When the individualized education program (IEP) team is reviewing the student's current performance, establishing the student's goals, and determining the services that the…