To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with…

Public concern over the general health of children in the United States has risen during recent years due to dramatic decreases in physical activity levels and increases in obesity and other health-related issues. This article examines the participation of students with disabilities in extracurricular activities, particularly athletic activities,…

Special education is the most highly litigated area within the field of education. Therefore, the purpose of the current article is to highlight cases (court decisions, Office of Civil Rights rulings, and State Educational Agency hearings) involving students with disabilities in 2015. Highlights from the case law point to the need for school…

The purpose of this study is to investigate factors that may influence school administrators' disciplinary decisions involving students with disabilities. Confirmatory factor analysis suggests that the investigator-developed measures adequately represent the hypothesized latent factors per the pattern of observed responses. The hypothesized…

In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…

Specifically explains procedures and techniques necessary to be in compliance with the Individualized Educational Program of the Handicapped Children's Act. Also describes principal's role in mainstreaming handicapped students. (LD)

The authors suggest a method for analyzing the costs and benefits of recordkeeping systems for individualized instruction programs. (DS)

Suggests that individual students' learning styles should determine counseling techniques and strategies used and recommends use of the Learning Style Inventory for this purpose. Tables present learning style compatibility with selected counseling objectives, interventions, and programmed materials related to learning styles. (WD)

Argues that the key to a successful individualized program lies in the teacher's attitude toward each student. Discusses some characteristics of good and bad individualized programs. (Author/JG)

Article is a report on NASSP's Model Schools Project that includes statements by a teacher, a student, and the principal of one of the MSP schools. (Editor)

The internship program at Texas A & M University structures a program that blends state certification requirements with the needs and aspirations of the student. (Author/MLF)

Individualization should be characterized by flexible values (such as adaptation to individual student differences and development of student responsibility), instead of rigid strategies. (Author/DS)

A combined discipline counseling approach treats both symptoms and causes of discipline problems, while also providing accountability for behavior. Over the five-year period that this approach has been in operation at the Bridge Street Junior High in Wheeling (West Virginia), the number of repeat offenders has declined. (WD)

Presents 10 comprehensive objectives related to instituting shared decision-making and individualized education in secondary schools. Illustrates applications of each objective with features from schools. (Author/JM)

Describes an innovative educational model that was implemented at a large suburban high school, and summarizes the attitudes toward its components by the parents, students, and teachers who were involved. (Editor/RK)