The transition from school to adulthood is a pivotal time in the lives of all students. For a student with Autism Spectrum Disorder (ASD), change of any kind can be challenging, and a transition as momentous as this can seem especially daunting. Thoughtful planning, sound information, and open communication will help parents support young adults…

Although varying among and within the states, the percentage of students with 504 plans is steadily and significantly increasing as a national average. Although the professional literature addresses the legal standards for eligibility for 504 plans, it has not provided up-to-date information to practitioners as to the legal standard for the…

In 2004 the Individuals with Disabilities Education Act authorized funding for Response to Intervention (RtI) instruction in the United States. By 2011, 71 percent of school districts had adopted RtI (Institute of Education Sciences 2011). The goal of RtI is to provide personalized, just-in-time intervention in reading and math for students who…

To ensure the best possible outcomes for young children with and without disabilities, early childhood educators must enter the classroom ready to conduct all types of early childhood assessment--including determining if children need additional services, planning and monitoring instruction, and determining program effectiveness. They'll get the…

As the identification of students with autism spectrum disorder (ASD) continues to increase unabated, there exists a need to provide school personnel with information they can use for the purpose of designing and implementing appropriate comprehensive programs for these students. Accordingly, this article identifies and discusses comprehensive…

The National Early Childhood Technical Assistance Center (NECTAC) was charged by the U.S. Department of Education's Office of Special Education Programs (OSEP) from 2001-2006 to develop, implement, and evaluate an approach to technical assistance that would result in sustainable systems change in state Early Intervention and Preschool Special…

This state plan discusses programs and policies to be implemented from fiscal years 1993 through 1995 by the North Dakota Department of Public Instruction in implementing Part B of the Individuals with Disabilities Education Act. The plan document begins with federally required submissions, assurances, certifications, and other administrative…

Details the history of the transition movement and the participation of students with disabilities in transition planning. Reviews legislative changes that emphasize self-determination and explains the link between self-determination and students' mental health. Also identifies characteristics of schools that promote self-determination for all…

This state plan describes how the state of New York intends to comply with legislative mandates concerning education of children with disabilities, specifically the Individuals with Disabilities Education Act (IDEA) and Part 300 of the Code of Federal Regulations. It also describes the planning and program initiatives that will be undertaken at…

Creating and evaluating Individualized Education Programs (IEPs) for students with disabilities is a major responsibility for teachers and school leaders, yet the process involves legal components not always understood by educators. In "Understanding, Developing, and Writing Effective IEPs," legal and special education experts Roger…

This manual on development of transition planning programs/services for high school youth with disabilities and their families is based on the premises that both youth and family members need to be actively involved in every step of the transition planning process, that empowered families can access necessary transition and adult services needed…

This paper reviews all of the 50 state plans required under Part B of the Individuals with Disabilities Education Act (IDEA) in order to identify state initiatives dealing with the recruitment and retention of special education personnel. The beginning of the report explains the requirements under IDEA relevant to recruitment and discusses the…

A new and updated edition of a guide to development of Individualized Education Programs (IEPs), first published in 1981, is presented. The guide provides a step-by-step approach to the assessment process, the IEP meeting, writing the IEP, and implementing the IEP. Special emphasis is placed on changes mandated by the Individuals with Disabilities…

The passage of the Individuals with Disabilities Act (IDEA) in 1990 and the subsequent reauthorization in 1997 mandate school districts to provide transition services for students with disabilities in order to improve post-school outcomes for these youth. To help meet the requirements for transition, many school districts have developed…

The purpose of this document is to provide operators with implementation and operational technical assistance related to special education in charter schools. Special education is a very complicated component of public education and providing operators with technical assistance regarding special education is particularly challenging. This primer…