Addresses the lack of counseling services for parents of disabled children. Describes a cooperative, school-based program which uses parents as facilitators for helping other parents understand the Individualized Education Program process. (ABB)

Reported study determining effectiveness of psychoeducational assessment reports in communicating testing results and programing recommendations to teachers employed in a Bureau of Indian Affairs secondary boarding school. Obtained measures of relevance and appropriateness of diagnosticians' conclusions and recommendations. Suggested methods of…

The National Center on Educational Outcomes (NCEO) has been tracking and analyzing state policies on assessment participation and accommodations since 1992. The purpose of the current analysis is to update information on these policies that was last reported by NCEO in 2002 (based on 2001 data). The current analysis of states' 2003 participation…

Perhaps the most time consuming task facing today's busy special educator is keeping up with all the paperwork associated with national, state and local regulations. IEP Pro v.1-a PC and Macintosh compatible CD-ROM program-creates IEP's, then tracks and manages many of the administrative and paperwork tasks associated with running a special…

To help special education planning teams reach agreements, several State Education Agencies (SEAs) provide the option of facilitated Individualized Education Program (IEP) meetings. The use of externally facilitated IEP meetings is growing nationally. When relationships between parents and schools are strained, facilitated meetings may be…

This guide focuses on ways that parents and teachers can help students with disabilities become involved in developing their own Individualized Education Programs (IEPs). The guide is organized into lesson plans for use in classrooms. A section on "Laying the Foundation" offers five preparatory suggestions, such as photocopying each…

This paper is intended to assist school districts in Florida in the implementation of the 1999 Sunshine State Standards for Special Diploma. First, the specific state rules related to student performance standards, course descriptions, and graduation requirements are cited. Twenty-five questions and answers present the guidelines, which address:…

This document presents North Dakota guidelines to help transitions of young children with disabilities. It identifies two critical service delivery transitions for these children: first, when the child enters early childhood special education services (ECSE) and second, when the child exits those services. Following an introduction, there is a…

This practicum was designed to assist 13 newly hired special education teachers to function more effectively. Data indicated that newly hired teachers, who were non-certified teachers, teachers who were certified but working out of their area of certification, and first year teachers, did not know how to work with children with special needs,…

The Louisiana State Board of Elementary and Secondary Education (the State Board) is responsible for the assurance of a free appropriate public education to all students with disabilities - ages three through twenty-one years, including students with disabilities who have been suspended or expelled from school - and, at the discretion of the local…

The comprehensive nature of the Education for all Handicapped Children Act of 1975 is why educators question its applicability to the United States Pacific Territories. The components of the act are viewed against a framework of the territories' traditional cultural values and current economic needs. (Author/TLJ)

Problems in providing educational services that comply with P.L. 94-142, the Education For All Handicapped Children Act, to children in psychiatric hospitals center on least restrictive environment, treatment coordination, and individuaized education programs (IEPs). Recommendations are made for IEP development, jurisdiction, procedures and…

Describes how school counselors can contribute to the development of individualized education programs (IEP). Discusses counselors' participation in and preparation for IEP conferences, including defining the counselor role, gathering and analyzing pertinent information, and developing goals and objectives. (RC)

Raises legal issues for private schools, especially those with a religious affiliation, regarding the Education for All Handicapped Children Act of 1975 (PL 94-142). Specifically discusses "least restrictive environment" concept, individualized educational program (IEP), competency testing, and procedural safeguards. (DC)

The Oak Hill School Model was developed to secure the best plan for educating, training, and developing a life program for the multihandicapped person. The handicapped individual's full potential is developed in the least restrictive environment. The group home program teaches self-help skills and is an alternative to the institution. (JN)