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…

The purposes of "Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings" are to: (1) Update previous guidance on serving students with specific learning disabilities (SLD); (2) Provide guidance on the implementation with fidelity of the Response to Intervention (RTI) models as well as the discrepancy…

The field of special education, and specifically the area of intellectual disabilities, has undergone dramatic changes in terminology, evaluation practices, service delivery models, expectations for learning, career development, and independent living opportunities. "Guidelines: Intellectual Disabilities in Educational Settings" is…

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…

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…

This article identifies the visually handicapped population, discusses their special educational needs, and considers the educational program in terms of their assessment, placement, individualized education programs, and needs for educational aids. (CB)

Offers an integrative model for mainstreaming handicapped children into reading classrooms. Discusses nondiscriminatory assessment, the development of individualized education programs, and the factors to emphasize in implementing mainstreaming. (FL)

The guidelines focus on procedures for determining eligibility for services of children with specific learning disabilities. A 13-step process is delineated from the classroom teacher's response to individual learner needs through multifactored evaluation team function to annual review and reevaluation. Throughout the process, special emphasis is…

The report documents the 1981-82 and 1982-83 cycles of School-Based Support Team (SBST) services administered by the New York City Public Schools Division of Special Education. SBSTs include school social workers, psychologists, and educational evaluators as core members and are intended to provide consultation and support to regular education…

Guidelines for complying with the Individuals with Disabilities Education Act in the area of physical education address service provision, qualifications of service providers, placement options, and inclusion of physical education on the child's individualized education program. (DB)

The manual suggests procedures for speech and language programs in Michigan. The six stages of the special education process are examined: referral; evaluation (including the role of the multidisciplinary evaluation team and eligibility requirements for determining speech and language impairments); the individualized educational planning committee…

The manual presents guidelines for use by South Dakota School districts regarding planning, implementing, and evaluating services for gifted students. Relevant laws and regulations are cited, followed by a statement of educational philosophy for gifted programs. Five needs are addressed briefly: identification of the gifted population, a…

The materials in this monograph are intended to introduce the regular teacher education candidate to those areas of special education significant for facilitating the needs of special learners in regular classroom settings. Seven modules are presented, each developed around a content theme selected to identify the basic information a beginning…

In deciding "Honig v. Doe" the United States Supreme Court held that the unilateral exclusion of a handicapped student for conduct caused by the student's disability, for a period in excess of 10 school days, constitutes a prohibited change of placement. Identifies and discusses seven unanswered questions regarding disciplining…

This paper lists five principles to consider that will enable beginning teachers to defend Individualized Education Program (IEP) decisions for students with disabilities in due process hearings. The first principle urges teachers to consider placing children with disabilities in regular education with supplemental aids and services when making…