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Promoting School Psychologist Participation in Transition Services Using the TPIE Model
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Talapatra, Devadrita; Roach, Andrew T.; Varjas, Kris; Houchins, David E.; Crimmins, Daniel B. – Contemporary School Psychology, 2018
Transition services can be used to forge family, school, and community partnerships and foster a successful shift to adult life for students with intellectual disabilities (ID). School psychologists can play a valuable additive role in supporting the transition process due to their graduate training in interpersonal skills; consultation services;…
Descriptors: School Psychologists, Models, Intellectual Disability, Intervention
Retrospective Testimony and the IEP: Implications of R.E., M.E., et al. "v". New York City Department of Education
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Katsiyannis, Antonis; Losinski, Mickey; Parks Ennis, Robin – Preventing School Failure, 2015
Individualized education programs are considered the cornerstone of the Individuals With Disabilities Education Act and serve as the means to determine whether qualified students with disabilities receive a Free Appropriate Public Education. This article aims to examine a recent circuit court ruling regarding the applicability of retrospective…
Descriptors: Individualized Education Programs, Court Litigation, Educational Practices, Meetings
Program-Level Influences on the Measurement of Early Communication for Infants and Toddlers in Early Head Start
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Greenwood, Charles R.; Buzhardt, Jay; Walker, Dale; Howard, Waylon J.; Anderson, Rawni – Journal of Early Intervention, 2011
Measurement in early childhood is an increasingly large-scale endeavor addressing purposes of accountability, program improvement, child outcomes, and intervention decision making for individual children. The Early Communication Indicator (ECI) is a measure relevant to intervention decision making for infants and toddlers, including response to…
Descriptors: Individualized Family Service Plans, Early Intervention, Total Communication, Program Improvement
Lessons Learned from Implementation of the IEP: Applications to the IFSP.
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Gallagher, James; Desimone, Laura – Topics in Early Childhood Special Education, 1995
This article reviews literature on experiences with the Individualized Education Program (IEP) and the Individualized Family Service Plan (IFSP). It identifies IEP problems (such as poorly written objectives) and positive features (such as better teacher-family relations). The article suggests that IEP/IFSP development flaws may indicate problems…
Descriptors: Delivery Systems, Disabilities, Early Childhood Education, Elementary Secondary Education
Community Pathways: Hospital-Based Services that Individualize Supports for Families and Children
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Boone, Harriet A.; Freund, Peggy J.; Barlow, Jane H.; Van Ark, Gwenn G.; Wilson, Thea K. – Young Exceptional Children, 2004
Increasing numbers of infants and toddlers who were premature, had low birth weight, or experience chronic medical conditions are referred to early intervention services (Bernstein, Heimler, & Sasidharan, 1998). These young children often endure prolonged hospitalizations and are at risk for developmental disabilities by nature of their illnesses,…
Descriptors: Individualized Family Service Plans, Family (Sociological Unit), Program Implementation, Hospitalized Children
An Intersectoral Response to Children with Complex Health Care Needs
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Young, Wendy; Earle, Jasmin; Dadebo, Mark – Canadian Journal of Educational Administration and Policy, 2004
The purpose of this paper is to stimulate debate on how to define and enact public responsibility to children with complex health care needs and their families. We present a program, developed using the Auditor General's framework for accountability that involves Community Care Access Centres, schools and Saint Elizabeth Health Care, a complex…
Descriptors: Health Needs, Special Needs Students, Educational Policy, Related Services (Special Education)