Alternative education programs (also called alternative schools) first appeared on the American landscape in the 1960s. Despite the proliferation of these programs, a generic description of what constitutes an alternative education program, historically, has been elusive. Most alternative education programs have the general criteria of serving…

The purpose of this study is to describe the educational programs for adolescents with autism (age 12-16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer…

The available data suggest that both students and adults with disabilities sustain injuries and are victims of crimes at high levels. Despite these alarming data, several researchers have suggested that safety skills instruction has largely been ignored as a curricular domain. Further, although parents can serve a critical function in educational…

Early childhood special education teachers provide instruction to young children with special needs in order to address developmental delays that have been identified through standardized tests. Educational goals and objectives are individualized and progress is measured through legally mandated standards of practice, thus positioning the teacher…

Families may learn their child has a disability during pregnancy, at birth, or even later, when their child enters a child care program in a home or classroom setting. Although a family's reaction to the news that their child has a special need may depend upon the child's age, the severity of the disability, and the family's cultural view of…

This article describes Brookline High School's new Tutorial Program, an alternative to the more traditional special education learning center. The Tutorial serves students with learning disabilities, replacing conventional special education support with academic guidance from regular classroom teachers. Tutorial students meet daily with a team of…

Teachers in rural areas are finding that more and more special needs children are being included in their K-12 classrooms to comply with the mandate for a free and appropriate public education even in isolated small school systems. For students with mild intellectual disabilities (MID) this placement is meant to accomplish both the academic and…

Recently, federal legislation has been implemented requiring that public school students meet a specified performance level of academic proficiency by the 2013/2014 school year. This reform movement, known as "No Child Left Behind" (NCLB), was passed by Congress and incorporates many of President Bush's educational reform proposals…

The purpose of this study was to explore the role of occupation in school-based occupational therapy practice. The research questions were (1) How do school-based occupational therapists describe the role of occupation during intervention? (2) Which theories of occupation do school-based occupational therapists associate with their own practice?…

This study examined the participation styles of nine parents while attending Individual Educational Program (IEP) meetings for their children. The nine parents consisted of three parents from a suburban school district, three parents from a rural school district, and three parents from an urban school district. Data collection through videotaping…

All students, including students with disabilities, participate in state accountability systems. Many students participate in the regular assessment, with or without accommodations, but some students may require participation in an alternate assessment to demonstrate their knowledge and skills. Students with more significant cognitive disabilities…

This system aims to improve the communication, collaboration, critical thinking, and creativity in schools that serve students with disabilities, especially those in urban and/or high-poverty settings. The STAR system outlines five practices that build a more adaptive and inclusive education environment while utilizing modes of communication and…

For students with significant speech and movement impairments, meaningful participation in educational planning activities is difficult. These students face barriers in communicating choices about daily activities and basic knowledge; therefore, student-initiated curriculum goals are not systematically included in IEP and transition planning…

This policy analysis addresses situations when students with disabilities are placed by a noneducational agency outside the boundaries of their district of residence. Examples of such placements include foster or group homes, correctional facilities or residential treatment programs. For a typical student with a disability residing with his or her…

Many special education professionals perceive a dilemma created by what seems to be conflicting mandates of IDEA 2004 and NCLB 2002. Teachers and IEP (Individualized Education Program) teams serving students with significant disabilities are confronted with the challenge of designing programs that assure access to the general curriculum while at…