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…

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…

The present study examines the perception of parents and teachers towards the transition process and preparedness of students who are deaf or hard of hearing from a listening and spoken language school in the Northeastern United States to a general education setting in their home school districts. The study uses a mixed methods design with…

The project conducted research and developed a demonstration model aimed at helping schools and families plan transitions for young children moving from special preschools to less specialized settings including regular preschools and kindergarten. The model's target population consisted of 40 handicapped children (ages 3-5) enrolled in three…

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…

The final report documents a 2-year project which trained volunteers to help preschool disabled and non-disabled children work together as part of a transitioning and mainstreaming effort. The report describes project development, implementation, and dissemination. Specific objectives included the following: form an advisory council; orient staff,…

A survey of 80 high school teachers in five cities (Los Angeles, California; Miami, Florida; New York, New York; Houston, Texas; Chicago, Illinois) investigated teacher attitudes concerning the preparation of English-as-a-Second-Language (ESL) students for entry into the mainstream curriculum. The survey contained 11 questions on teacher…

This report summarizes a follow-up study of the first cohort of 5,500 limited-English-proficient (LEP) students to be mainstreamed in Newark, New Jersey schools using English-language proficiency as the sole criterion for moving from bilingual to regular classrooms. The mainstreamed cohort was compared to regular students using basic achievement…

This report describes a process for improving the transition of special needs students from their special education setting to that of the regular education classroom in their neighborhood elementary schools. Analysis suggested that parents, administrators, and receiving teachers were apprehensive about the move to total inclusion for special…

This document presents the proceedings of a conference attended by Project Directors (or their designees) of projects funded by the Office of Special Education Programs (OSEP) and having a significant component of technical assistance (TA) and/or dissemination activities. The conference was designed to provide new information to projects, to…

The survey was designed to describe and assess the types of services that Indiana agencies provide to learners with severe handicaps. The survey consisted of a section on general descriptive information and sections on daycare and transition services. Sixty-two surveys were distributed to service agencies, and 39 were returned, representing 97…

The types of programs that can be established for behaviorally disordered (BD) students are discussed, along with behavioral monitoring systems and approaches to establishing staff and administrative support for programs. In addition, a checklist of program components for BD students is included. The following program alternatives are described:…

This manual was developed as part of the New England Center Pilot Project (NECPP), a 3-year federally funded program focusing on the inclusion of young children with deaf-blindness within regular educational programs in Massachusetts. The NECPP provides consultation during transition to inclusive programs and offers technical assistance, staff…

Eight papers are presented to assist career resource teachers who are working with handicapped students to prepare them for transition from school to work. "In Their Own Words: Teachers Share Their Experiences in Working with Special Education Students" (Lewis Allen) describes the use of cooperative learning in English, electronics, and interior…

A survey was sent to 1,153 Indiana special education teachers, special education directors, principals, and parents, and 447 usable responses were received. The purpose of the survey was to describe and assess current service delivery systems within Indiana for children with severe handicaps. Part One of the survey gathered data on: the types of…