In response to the rising demand for market-responsive education reform across the U.S., since 1998 more than twenty states have created Individual Learning or Graduation Plan (ILP/IGP) state policies. Using extensive policy document analyses and stakeholder interview data from four early-adopting ILP/IGP states, the goal of this four-state case…

The goal of Individuals with Disabilities Education Act (IDEA) is no longer simply to make services available to young children with disabilities and their families, but also to ensure that those services lead to enhanced outcomes for participating children and families. To that end, IDEA 2004 requires states to submit State Performance Plans…

The U.S. Department of Education's Office of Special Education Programs (OSEP) recognizes the current challenges faced by states and schools relative to the provision of high-quality intervener services for children who are deaf-blind. To respond to these challenges, OSEP asked the National Consortium on Deaf-Blindness (NCDB) to conduct an…

The document contains a composite of the summaries written for every Texas special education research and evaluation project in the 1977-78 school year. Sections address the following projects: Evaluation of the Implementation of Individualized Educational Plans, Project Help-Screening, Project KIDS (Kindling Individual Development Systems),…

This 2012 edition of this publication updates information provided by state coordinators on state policies, programs, and practices under the Preschool Grants Program (Section 619 of Part B) of the Individuals with Disabilities Education Act (IDEA). Information includes: (1) program administration; (2) funding; (3) interagency coordination; (4)…

Discusses the development and preliminary evaluation of an experimental statewide system of services in North Carolina for seriously behaviorally/emotionally disturbed adolescents. The program successfully provides these youngsters with appropriate treatment, education, training, and care suited to their individual needs, including community-based…

The paper describes a 5-year longitudinal study of a Texas school district's implementation of an individualized mainstream special education program. "Plan A" program activities and outcomes are reported for five phases (sample subtopics in parentheses): initiation in one high school, one junior high school and eight elementary schools…

This report contains the findings and recommendations of a review of the residential services system for South Dakota adults with developmental disabilities, based on site visits, interviews, and an analysis of documents and materials. The policy analysis report examines how South Dakota could implement a…

In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…

The report highlights evaluations from the 1979-80 school year of 18 deaf/blind programs in Texas. Two previous years' findings are noted. Analysis of teacher and administrator questionnaires indicated an increase in the trend toward more uniform structuring of individualized education programs (IEPs). Programs were not as successful as the…

A study examined state Individualized Education Program (IEP) forms to determine the extent to which they include documentation of standards and assessments. All 50 states were asked to send their IEP Forms and to indicate whether they were required, recommended, or simply sample forms. Out of the 41 states with IEP forms, only 5 states…

The report by the General Accounting Office examines the status of education for handicapped children in 10 states. P.L. 94-142, the Education for All Handicapped Children Act, is reviewed briefly, and the states' compliance with the following aspects was assessed: eligibility criteria, individualized educational programs, and provision of a free…

This report examines efforts in Idaho to provide transition information and planning to secondary students with disabilities and their families. It offers an ideal profile of best transition practices. It then reports on a survey of 247 teachers, 170 principals, and 105 special education directors/superintendents in Idaho. The survey examined: (1)…

This study was commissioned by the Virginia State Legislature to provide baseline data on the post-school outcomes for youth with disabilities in Virginia. The study was conducted by an interdisciplinary team including individuals representing five state agencies, local education agencies, parents, and researchers. The study involved an analysis…

Based on interviews with state personnel and a review of state documents, this report summarizes activities by the states in assessment of educational outcomes for students with disabilities. The report is divided into six sections addressing: (1) state contexts; (2) special education federally reported data; (3) state assessment of outcomes; (4)…