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Ohio Coalition for the Education of Children with Disabilities, 2022
An IEP is an Individualized Education Program. When a child is identified with a disability under the Individuals with Disabilities Education Act (IDEA) a child has a right to a Free, Appropriate, Public Education (FAPE). For a child to receive FAPE there has to be an IEP developed in order for the child to progress in the general education…
Descriptors: Individualized Education Programs, Students with Disabilities, Student Needs, Teamwork
Ohio Coalition for the Education of Children with Disabilities, 2019
An IEP is an Individualized Education Program. When a child is identified with a disability under the Individuals with Disabilities Education Act (IDEA) a child has a right to a Free, Appropriate, Public Education (FAPE). For a child to receive FAPE there has to be an IEP developed in order for the child to progress in the general education…
Descriptors: Individualized Education Programs, Students with Disabilities, Student Needs, Teamwork
Fine, Cindy – Education Law Center, 2019
The information provided in this guide helps explain the laws affecting the rights of students with disabilities in transition planning cases in New Jersey. Sections include: (1) What Does "Transition" Mean for High School Students with Disabilities? (2) When Must Transition Planning and Transition Services Begin? (3) What Is the…
Descriptors: Transitional Programs, Planning, Students with Disabilities, High School Students
Hutinger, Patricia L. – Journal of the Division for Early Childhood, 1981
Findings indicated that the importance of effective transition was recognized and that transition procedures were written into many programs, but were not followed in practice. Journal availability: see EC 133 846. (Author)
Descriptors: Disabilities, Mainstreaming, Preschool Education, Student Needs
Slade, David – Academic Therapy, 1984
Teachers and parents can help learning disabled students make transitions to mainstream settings by preparing them for change in physical conditions, instructing them in organization and time management, teaching them interpersonal skills through role-playing, and assisting them in identifying and responding to a variety of emotions. (CL)
Descriptors: Elementary Secondary Education, Interpersonal Competence, Learning Disabilities, Mainstreaming
Peer reviewed Peer reviewed
Conn-Powers, Michael C.; And Others – Topics in Early Childhood Special Education, 1990
A model is presented for planning the transition of handicapped children from early childhood special education (ECSE) programs into kindergarten/elementary school mainstream classrooms. The model, developed through Project TEEM (Transitioning into the Elementary Education Mainstream), enables parents, ECSE, and elementary school program staff to…
Descriptors: Cooperative Planning, Disabilities, Elementary Education, Institutional Cooperation
Hanline, Mary Frances; Bair, Marilyn – 1988
The paper describes Project STIP (Supported Transition to Integrated Preschools), a demonstration project in San Francisco, California, which is developing and evaluating a model for integrating preschool children with special needs into regular education preschool programs. Project STIP also developed and evaluated a district-wide model for…
Descriptors: Delivery Systems, Demonstration Programs, Disabilities, Mainstreaming
Peer reviewed Peer reviewed
George, Nancy L.; Lewis, Timothy J. – Teaching Exceptional Children, 1991
This program for reintegrating students with disabilities into the mainstream involves data-based decisions during the following phases: long-range planning, assessing the less restrictive setting, approximating new placement routines, assessing student readiness, the transition, followup, and evaluation. A checklist for assessing the less…
Descriptors: Check Lists, Classroom Techniques, Disabilities, Elementary Secondary Education
Gil, Linda L. – 1984
The guide is intended to aid the integration of normally developing children and children with handicaps into one early childhood program. An introductory chapter describes the Northwest Center Infant and Toddler Development Program in Washington and chronicles initial philosophical, educational, and programatic considerations. Each subsequent…
Descriptors: Delivery Systems, Disabilities, Early Childhood Education, Infants
Peer reviewed Peer reviewed
Tyler, Janet Siantz; Mira, Mary P. – Teaching Exceptional Children, 1993
This article describes programing modifications and transition techniques for educators planning for the reentry of a child with a head injury. Discussion addresses: gathering information about the child; preparing school staff; preparing the student for the return; providing homebound instruction; modifying schedules to alleviate physical…
Descriptors: Accessibility (for Disabled), Educational Methods, Head Injuries, Home Instruction
Thousand, Jacqueline S.; And Others – 1986
The report describes the first 3 years of the Homecoming Project, which was designed to return disabled students in regional special education programs to regular classes in 26 local Vermont schools. Fifty-eight such students (of whom 45% were moderately or severely handicapped) were transitioned into regular classes and 19 other students at risk…
Descriptors: Consultation Programs, Demonstration Programs, Disabilities, Elementary Secondary Education
Peer reviewed Peer reviewed
Smith, Grahame; Goldthorpe, Rod – British Journal of Special Education, 1988
A teacher in a school for students with moderate learning difficulties and a secondary school teacher exchanged teaching responsibilities, to identify potential problems for students and teachers when mainstreaming is carried out. Discussed are the impact of class size, teaching styles, knowledge-centered learning, scope of curriculum, scheduling,…
Descriptors: Adjustment (to Environment), Curriculum, Foreign Countries, Learning Disabilities
Peer reviewed Peer reviewed
Fuchs, Douglas; And Others – Preventing School Failure, 1992
The Peabody Reintegration Project utilizes curriculum-based measurement (CBM) to help integrate pupils with mild and moderate disabilities into mainstream math instruction. CBM is seen to be particularly relevant to a transenvironmental programing process involving environmental assessment, intervention and preparation, promoting transfer across…
Descriptors: Curriculum, Disabilities, Elementary Secondary Education, Instructional Design
Seidenberg, Pearl L. – 1987
The guide identifies and discusses critical components of high school programs designed to facilitate college placement as well as preparation of potential college-bound learning disabled (LD) secondary students for the demands of college settings. First, secondary programming needs to include integration of LD students into college preparatory…
Descriptors: College Preparation, Cooperative Planning, Educational Counseling, Educational Opportunities
Robinson, Greg A., Ed.; And Others – 1988
Twenty-two authors contributed chapters to this collection of best practices in the education of students with mental disabilities. Section One, "Critical Issues for Consideration," contains six papers: "'New' EMRs" (Donald MacMillan); "Curricular Orientations" (James Patton and Edward Polloway); "Applying Curriculum for the Instruction of Life…
Descriptors: Adaptive Behavior (of Disabled), Course Content, Curriculum, Daily Living Skills
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