Federal allocations for special education programs are below 10% whereas the federal contribution to state medicaid programs ranges from 50-80%. Third-party billing provides a more equitable distribution of the costs among federal, state, and local governments, in addition to including private-sector contributions. (MLF)

Presents the TREAT model for constructing counseling goals and objectives during Individualized Education Program meetings. The model provides the multidisciplinary team with a procedure for organizing all relevant information when addressing students with special needs. Use of the model results in measurable, manageable, and defensible goals and…

Guidelines for complying with the Individuals with Disabilities Education Act in the area of physical education address service provision, qualifications of service providers, placement options, and inclusion of physical education on the child's individualized education program. (DB)

Examines the 1997 Amendments to the Individuals with Disabilities Education Ac,t noting the law's alignment with standards-based reforms and new provisions in four areas: individualized education programs, state performance goals, student assessments, and funding. Discusses content standards and the general education curriculum, case studies of…

Describes a qualitative investigation into teachers' views of annual reviews as required under the British Special Educational Needs Code of Practice. Emphasis is on the need to reduce the paperwork required of schools and local education agencies in relation to annual reviews. Issues identified concern statutory administrative systems, individual…

A study investigated the extent to which scores in Kentucky's statewide alternate assessment program for 60 students with severe disabilities correlated with measures of program quality and overall school effectiveness. Results indicated a significant relationship between overall program quality and scores, but not between scores and…

This article describes the power and potential of documentation as a effective strategy to make visible the assessment processes in early childhood special education programs. The use of documentation for assessing the progress of two children is described and guidelines are provided for producing documentation panels. (Contains references.) (CR)

This article provides a matrix to help Individualized Education Program committees consider and document all pertinent information concerning the communication needs of students who are deaf or hard of hearing. Eight key questions to consider are discussed. The matrix lists 10 questions with space to identify the student's skills and needs by…

This article discusses the role of secondary school teachers in developing and implementing effective transition plans for students with severe disabilities. Required components of transition plans are described and guidelines are presented for developing individual transition programs. Educators are urged to promote employment skills and…

Discusses state and federal efforts to improve the skills and knowledge of special-needs students, including opportunities to move to postsecondary education. Describes accommodations, measuring and reporting yearly progress, transitions, and cost. (PKP)

Examines the relationship between special educational needs and resource levels, drawing on two local education authorities as case studies. One LEA uses a professional-audit approach to allocate resources; the other uses educational tests. A critical examination disclosed benefits and drawbacks for each accountability system. (Contains 18…

This article analyzes the 1999 decision of the U.S. Supreme Court, Sutton v. United Air Lines, as it pertains to people with disabilities, especially students covered by federal education and civil rights legislation. It sets out implications of the decision for special and general educators as they engage in Individualized Education Program…

This study examined parent perceptions of the paraeducator's role. Observations of paraeducators and students with disabilities were conducted in inclusive classrooms. Some para-educators worked as general classroom assistants, while others worked one-on-one with students with special needs. Each parent of a child with special needs was shown…

The Family-Centered Preschool Model is a family support model for center-based preschool programs. The model utilizes family consultants-parents of children with disabilities-to augment the support provided by classroom professionals. Family consultants coordinate and facilitate formal and informal family supports, maintain a close liaison with…

Adam Coolidge lives with his parents in the Riverdale Local School District, which is in rural northwestern Ohio. In spring 1996, prior to enrolling Adam in kindergarten, his parents met with district representatives to discuss moving him from an early intervention program under the Individuals with Disabilities Education Act (IDEA). His…