Despite long-standing efforts to address and eliminate disproportionality in special education, inequities remain and continue to negatively impact Black, Indigenous, and other students of color with Individualized Education Programs. This brief from the Western Educational Equity Assistance Center (WEEAC) supports state education agencies, local…

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality…

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

The document provides a compendium of 83 "best practices" in the vocational rehabilitation of clients with learning disabilities. Practices (N=120) were originally identified by a literature search, contacts with experts on learning disabilities, contacts with learning-disabled individuals, and contacts with community-based organizations…

This book and accompanying video are intended to be a practical guide to implementing a whole school approach to inclusion, emphasizing the changes in the roles and activities of all school personnel. The book, which is included with the purchase of the video, is designed to serve as a hands-on free-standing resource. It begins with discussion of…

This manual of recommended policies and procedures was developed to assist Ohio school districts in meeting the spirit and intent of the Individuals with Disabilities Education Act and related federal and state regulations. Section 1 presents information on requirements concerning provision of a free appropriate public education for children with…

This manual presents guidelines to assist Vermont schools in the systems change involved in implementing full inclusion for students with disabilities in general education classrooms and community settings. The first chapter addresses general issues concerned with full inclusion, including Vermont's vision for education, the role of collaborative…

This paper examines issues relating to suspension and expulsion of students with disabilities in Iowa and presents procedures and best practices which satisfy legal requirements and are based on judicial rulings. The following issues are considered concerning suspension: suspension of a special education student for more than 10 consecutive school…

This resource manual provides guidelines for development, management, and evaluation of Florida school district programs for students with visual impairments. In each section rules are presented first and are in script type. General rules are followed by rules specific to programs for the visually impaired. Following the rules, recommended best…

The report examines the status and needs of behaviorally handicapped students in Maine. It describes the referral and identification process, program characteristics, current problems and issues. The first section presents statistics related to prevalence, types of programs received, costs of special education, and the certification and supply of…

This document describes: (1) the programs and environments that may be considered as general education environments for children with disabilities under the age of six, in addressing the least restrictive provisions of legislation; (2) the procedures to be followed in the process of developing individualized education program (IEP) goals and…

This manual is a guide to recommended practices and procedures for meeting the special educational needs of young children with disabilities, especially those ages 3 through 5 in Illinois. Chapter 1 provides a brief history of national and Illinois state mandates in early childhood special education, notes the critical role of the family, and…

This paper explores Canadian educational services offered to severely and profoundly handicapped children and comments on their cautious welcoming into the regular education system. School administrators must become familiar with the needs of severely handicapped students, and must become much more involved in the planning, support, and…

This guide attempts to describe an outcome-oriented transition model and planning process that educators, families, and community service providers have found feasible to implement; that results in relevant educational interventions for individual students; and that reflects promising practices in the field of education. The intent is to provide a…

This document presents a "Quality Program Indicators Checklist" developed with the goal of program improvement in classrooms for students in Kentucky with moderate and severe handicaps. The checklist evaluates program effectiveness in six component areas: (1) integration (interaction opportunities and teacher behaviors supportive of…