Business is about productivity and maintaining a competitive advantage. To do this, business needs qualified workers. Hiring people with disabilities adds value to a business and will attract new customers. Disability is not inability. President Bush's position is that he "will not be satisfied until every American who wants a job can find a…

These two technical assistance papers are designed to provide further clarification to Florida school districts regarding the completion of matrices for students with disabilities and on the documentation of the amount of services a student receives on an Individualized Education Program (IEP). The "Matrix of Services" is used to…

An influenza (flu) pandemic is a global outbreak of disease that occurs when a new flu virus appears that can spread easily from person to person. Although it is difficult to predict when the next influenza pandemic will occur or how severe it will be, effects can be lessened if preparations are made ahead of time. The illness rates for both…

The Quality Education Checklist focuses on key inputs, processes, and outputs of schools needed to ensure continuous improvement. Intended as a self-auditing aid for schools, the checklist may also be used as a method to define the priority of areas for improvement, as a way to gather information from customers, as a professional development…

This resource paper provides an overview of student financial aid and discusses the roles and responsibilities of those who play a significant part in the process of providing aid to students with disabilities. The paper also addresses financial aid application procedure and suggests timelines and resources for those individuals who are seeking…

This guide suggests a fresh perspective for families and professionals working together to develop Individualized Education Programs (IEPs) for students with disabilities living in Maryland. It begins by explaining the purpose of IEPs and by providing the principles for IEP development in Maryland. Information is then provided on how the IEP is…

This monograph is intended to provide technical assistance for the implementation of the transition requirements of Public Law 105-17, the Individuals with Disabilities Education Act (IDEA) of 1997. Following an introduction, individual sections present: (1) a description of the importance and intent of transition requirements for youth as they…

This practicum paper reports on an effort to address the problem of acting-out, withdrawn, and immature behavior of 15 middle-school special education students during social skills instruction. Classroom behavior-rating checklists, discipline reports, and a student survey provided evidence that these behaviors occurred more during social skills…

This checklist and accompanying video are designed to help family child care providers assess the health and safety of the child care home. The checklist includes suggestions for conducting the self-evaluation and for creating a safer, healthier home environment. The areas of the checklist are: your home, out of bounds areas, gates and guards,…

The learning-style preferences of 95 public school teachers were assessed through the Barbe and Swassing Checklist of Observable Modality Strength Characteristics. For their own learning and teaching, teachers preferred the visual modality and least preferred the kinesthetic, suggesting that children may be aided or handicapped by teacher's…

Compares Behavior Problem Checklist ratings of the parents and teachers of 57 children in counseling and 1,300 children not in counseling. Subjects were from six elementary and two middle schools in a surburban district. (CM)

Presents a model for assessing children's psychosocial difficulties based on developments in family, crisis, and systems theories, as well as on ideas in environmental and social psychology. Major components for assessment are identified: life crises, immediate environmental influences, broader environmental influences, individual characteristics,…

Male pupils identified as behaviorally disordered (N=153), learning disabled (N=172), and educable mentally retarded (N=176) as well as nonidentified normal boys (6 to 18 years old) were rated by their teachers on the Behavior Problem Checklist. (Author)

Presents a checklist that principals can use during classroom observation that provides objective information that can be discussed with teachers later. (MKM)

Described are several checklists used in the evaluation of specific teacher competencies appropriate to the field of learning disabilities; and reviewed are a book on nonvocal communication and a guide to drama activities. (DB)