This study aims to understand the difficulties and the problems which are shown up in usage of evaluation in persons with autism spectrum disorder (ASD). We focused on the Pedagogical Evaluation of all sectors of Kindergarten's Curriculum by preschool early intervention programmes. The method used and the data collected are referred to a case…

This research explored the biliteracy experiences of three kohanga reo children as they started school in one of three school settings: a bilingual unit, a mainstream classroom, and kura kaupapa Maori. A Kaupapa Maori approach underpinned this research and guided the case study methodology employed. The children's literacy experiences were…

The assessment of educational progress and outcomes of pupils is important to all concerned with education. This includes testing which is undertaken for accountability and award bearing purposes. This article examines how students with special educational needs and disability (SEND) are included in assessment. An "inclusive assessment"…

The booklet presents samples of actual program evaluations completed by two HCEEP (Handicapped Children's Early Education Program) sites. The first HCEEP project described is the Regional Development Program (Yorktown Heights, New York). The project director (Amy L. Toole) reviews the beginnings of the project, hiring of an outside evaluator,…

This study investigated parents' perceptions of their family's functioning and the level of early intervention support they received as they reflected on their involvement at an oral early intervention centre for children with hearing loss. Overall, parents reported high levels of family functioning and satisfaction with the services they had…

This case study chronicles the use of two educational planning tools, COACH (Choosing Outcomes and Accommodations for Children) and VISTA (Vermont Interdependent Services Team Approach) for a 4-year-old with Down syndrome who attends a general education preschool. The decision-making process and follow-up interviews are described, illustrating the…

The paper discusses the activities and processes by which the local education agencies (LEAs) are implementing the provisions of Public Law 94-142 (Education for All Handicapped Children Act) and describes and analyzes the consequences which occur at the individual LEA/community level. The preliminary findings of a series of nine case studies of…

This book, provides a comprehensive guide to making phys. ed. inclusion work for students of all ages. In this new edition of the trusted bestseller, renowned expert Martin E. Block and a select group of highly respected contributors provide: (1) new information reflecting all the latest updates to IDEA, other disability-related legislation, and…

As part of Project IMPACT's efforts to develop procedures for complying with the impact requirements of Public Law 94-482, a case study was made of the Illinois Network of Exemplary Occupational Education Programs for Handicapped and Disadvantaged Students. The purpose of the Network was to expand the quantity and quality of special needs…

This module, one in a series of 127 performance-based teacher education learning packages, focuses on specific professional competencies of vocational teachers. Based on 380 teacher competencies identified and verified as essential for vocational teachers to meet the needs of special needs students in their classes, this module focuses on…

This guide presents strategies for applying technology to help students who have cognitive and physical disabilities, and shows how technology is useful not only in presenting curriculum and assessing students, but also in the administration and organization of special education programs. Case studies and descriptions of state-of-the-art…

This book is designed to help educators provide effective instruction to students with disabilities in inclusive classrooms. Chapters address: (1) the concepts of inclusive society, schools, classrooms and services; (2) legal foundations for inclusion and government support for education; (3) the qualities of inclusive schools and classrooms; (4)…