Current research programs for handicapped preschoolers and their families is reviewed under five administrative roles--program manager, policy planner, monitor-evaluator, advocate, and trainer-facilitator. Implications for administrators include activities/skill building in affective development, family services, technology, policy analysis,…

The article represents a literature based set of practical guidelines regarding mainstreaming in the areas of inservice method, format, planning, goals and objectives, location, scheduling, evaluation, incentives, training personnel, school administration, and instructional materials. (Author/CL)

This fact sheet reviews the role of advisory boards and boards of directors in the context of crisis nursery and respite care programs for families with special needs members. Typical responsibilities of advisory boards are listed, including program creation and planning, development of program policy, planning and implementing public relations,…

The report by the Queensland (Australia) Advisory Council for Special Education reviews the roles of government and voluntary associations in providing services to the handicapped. An historical review follows a discussion of principles underlying the education of handicapped children. Current Queensland provisions for the education of handicapped…

The monograph provides an overview of inservice education issues related to P.L. 94-142, the Education for All Handicapped Children Act; and considers approaches to designing and implementing statewide inservice training programs. Considered in the first section are the following topics: inservice provisions of P.L. 94-142; the proliferation of…

Reviews research concerning barriers to and benefits of integrating young children with disabilities into regular preschool programs. Discusses the effects of integrated programs on children without disabilities, critical integration issues, activity-based intervention, and implications of integrated programs. (BB)

Six presentations and a discussion summary are included from a 1981 symposium on educating handicapped infants. N. Johnson, "Assessment in Infant Education: Paradigms and Problems," notes shortcomings in current assessment approaches and addresses the importance of diagnosis, identification of educational goals, and evaluation of child…

Three administrative building blocks for supporting collaborative processes in schools are discussed: program advocacy based on a school climate of trust and good communication between staff and administration, visible participation by administrators to build credibility, and support for maintenance and durability of the program. (JDD)

The procedural safeguards required by the Infants and Toddlers with Disabilities Program (Part C) of the Individuals with Disabilities Education Act (IDEA) are intended to protect the interests of families with infants and toddlers with special needs and of the early intervention system. Early intervention system personnel are legally obligated to…

This monograph presents a synthesis of the solutions and strategies generated during a June 1995 national forum of state, territorial, and tribal child care administrators on the inclusion of children with disabilities in community-based child care settings. The monograph is organized into sections focused on the five major issue areas discussed…

Based on data concerning disabilities that were obtained from the 1981 and 1982 Current Population Surveys (CPS), it appears that the average working-aged disabled American is about 50 years old, has a high school education, is not in the labor force, and subsists on a low level of income. Also evident is the fact that disability is much more…

This paper examines the historical and philosophical underpinnings of independent living programs and presents strategies for evaluating such programs. Discussed first are issues in evaluating independent living programs. The evolution of independent living services and the mission and goals of independent living are outlined. Described next are…

This paper presents a summary of early care and education policies for young children (ages 3-5) and then offers recommendations on how these efforts might be coordinated at the state and local levels. The policy summary is organized around the components of early care--child care, early childhood education, and early intervention for children at…