The purpose of this guidebook is to: (1) Assist Speech-Language Pathology service providers as they support the educational goals of eligible students with disabilities in the District of Columbia Public Schools (DCPS); and (2) Ensure that all Speech-Language Pathologists (SLPs) in the District of Columbia Public Schools (DCPS) operate with the…

The goal of this article is to assist individualized education program (IEP) team personnel to not make errors in the placement of students. To do so the authors: (1) describe what a placement decision is and who makes the decision; (2) review the placement requirements of the Individuals With Disabilities Education Act (IDEA, 2006); (3) examine…

Both segregated and desegregated school models for severely handicapped students are considered, and an individualized transition plan is proposed. Among the plan's major components are that it must be comprehensive, involve parents and guardians, require actual participation of both sending and receiving personnel, and include the focused…

The purpose of this study was to determine methods for and barriers to including students with disabilities in high school service learning programs (HSSLPs) with non-disabled peers. Focus groups were conducted with adult stakeholders at five schools nominated as having exemplary inclusive HSSLPs and at least 3 years experience implementing such…

Four crucial areas in the success of mainstreaming are good communication, administrative support, adequate time, and inservice training. (Author)

The article explores grading options for the teacher to consider when evaluating students who are receiving specialized education and participating in the mainstream of regular education. (DB)

Approaches to enhance the integration of severely handicapped students into community activities should be based on specific goals and objectives specified in the Individualized Education Program. Procedures for carrying out a community integration placement begin with assessment of community resources and progress to advertising the program and…

Explains why summer school is more important for the exceptional student than for the regular student and makes recommendations for a successful program. (JM)

This guide is designed to assist regular classroom teachers in helping the hearing impaired child to master the English language. It is noted that the hearing impaired population is not homogenous. Different factors involved in the decision to place a hearing impaired child in a regular classroom are considered. The types of language problems…

The paper describes techniques of developing and implementing speech-language individualized education programs to speech/language impaired students by means of "whole class" language experiences in regular elementary classrooms. (Author/DB)

The McGill Action Planning System (MAPS) is a planning process for furthering the integration of children with disabilities into the school community, using a team which includes the individual, family members, friends, and regular and special education personnel. Examples of MAPS planning for elementary-age and secondary-age children with severe…

Explains the concept and proper application of least restrictive environment in laws governing special education. Discusses conflicts that often arise between parents and school officials. Maintains that close adherence to least restrictive environment guidelines will best serve the interests of students and of the entire school community. (DM)

This module was developed as part of a federally funded study group project, to answer the question of how students with severe disabilities can actively participate in lessons within regular elementary classrooms alongside their nondisabled peers, while still meeting their individualized goals and objectives. The module presents a brief overview…

Calls for a team approach to meeting the vocational needs of handicapped learners. Emphasizes the need for a multi-disciplinary approach to vocational programing. Specifies the competencies necessary to facilitate a team effort and provides an example of a cooperative approach to the individualized education programs. (Editor/CT)

A model for mainstreaming handicapped students into special subject programs progresses from the formative stage (including student identification and teacher consultation) to the process stage (including joint writing of the individualized education program), to the summative stage (where student progress is monitored and feedback given to…