This publication is designed to assist teachers, parents, and administrators in understanding what the recently reauthorized Individuals with Disabilities Education Act, both law and regulations, now requires, and how the provisions of both the law and regulations affect services and programs for children with disabilities. It provides information…

These guidelines were developed to address training and planning needs for North Dakota educators in the area of assistive technology for students with disabilities. The guidelines provide recommended practices to assist teams in making decisions about an individual student's need for assistive technology using a decision-making process that meets…

This book is designed to provide general and special education teachers with basic information in the workings of special education and to describe teachers' roles in designing meaningful programs for students with disabilities. An introductory chapter describes special education law, terminology, and professional standards. In addition, three…

This guide is designed to inform Illinois parents of children with disabilities about their childrens' educational rights and about special education services. Topics covered include: (1) steps to getting services, parent participation, and examples of modifications; (2) screening, referral, evaluation, and conference; (3) eligibility categories…

Presented in a question-and-answer format, this guide provides information to assist teachers of students with disabilities in writing quality Individualized Education Programs (IEPs). Following an introduction explaining the purposes of the IEP, the guide is organized around seven important steps in creating IEPs: (1) describe the student; (2)…

"The Hawai'i State Officials Primer" provides information about special education in charter schools to Hawai'i state officials. It provides state officials an overview of charter schools, how they are defined, and the charter schools' responsibilities as they relate to special education. Understanding what charter schools are, their…

A study investigated the effectiveness of a general education/special education collaborative teaming process on six elementary students, three with severe disabilities and three academically at-risk. Consistent implementation of the plans of support by team members was associated with increases in academic skills, engagement in classroom…

A rural Oregon school district collaborated with the regional program for deaf children and a college teacher preparation program in deaf education to provide an inclusive education for one deaf child. An outside assessment of the child was the basis of a staff development workshop on appropriate educational strategies for that child. Contains 15…

This article reviews literature on barriers to the participation of culturally and linguistically diverse families in the special education process, highlights cultural issues educators need to consider, and discusses strategies for facilitating family participation in the development of the Individualized Family Service Plan and the…

These 4 case studies examine the last years of high school and postschool experiences of 4 21-year-olds labeled mentally retarded. Issues discussed include school compliance with legislation concerning Individualized Education Programs, influence of parental involvement, adult services, and necessary employment supports. (JDD)

Educators from nine rural school districts in Idaho participated in a transdisciplinary team training program aimed at improving educational services for disabled students. Pretest and posttest analysis revealed that training was effective in improving collaboration among team members but that further work was needed on teams developing and…

This study found that the Individualized Education Program (IEP) annual goals of 21 students (ages 11-15) with mild mental retardation, whether in categorical or cross-categorical programs, were almost solely academic, with few behavior, social, vocational, or life skills. Students were also receiving instruction in content areas not stated on…

Discusses strategies that support student self-determination in transition planning, including: holding high expectations for students, preparing students for transition meetings, allowing students to make important decisions, encouraging students to attend transition fairs, and providing opportunities for students to explore their communities and…

Highlights specific questions, concerns, and challenges faced by educators, parents, and students concerning assessment, accountability, accommodations, and alternate assessment. Examples of state assessment-accommodation policies are provided and reasons for providing test accommodations, requirements of Individualized Education Programs,…

The collaborative campus-school district special education teacher preparation model at Arizona State University-West integrated the self-determination literature with the student-led Individualized Education Program (IEP) process and competency-based teacher education. Preservice teachers (n=29) increased their competence and confidence in…