Given the increasing number of students with learning disabilities attending postsecondary educational institutions, it is essential to determine the factors which may play a predictive role in postsecondary education in order to inform educational practices and interventions prior to high school graduation. As such, the primary aim of the current…

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…

This study focused on approaches to curriculum, as well as school, principal, and student characteristics in secondary day treatment and residential psychiatric schools. A national random sample of 148 principals responded to a survey. No statistically significant differences existed between respondent and nonrespondent schools with regard to…

This brief is intended to provide State Education Agency (SEA) and Local Education Agency (LEA) educators with a brief overview of key components of GraduateFIRST, a Georgia program targeting issues impacting school completion for students with disabilities. Georgia's GraduateFIRST program has redefined the state's approach to raising graduation…

New Mexico defines a pathway as a planned program of study (course, Individualized Education Program [IEP] goals, objectives, and benchmarks) designed to address the needs of individual students. Students receiving special education services are able to earn their high school diploma option by following one of three pathways: Standard, Career…

This paper discusses the national movement toward increasing high school graduation requirements and the development of alternatives to the standard high school diploma for students with disabilities. Findings from a review of state policies indicate: (1) 38 states and territories apply some graduation requirements to students with disabilities;…

The manual describes procedures of the Montgomery County Intermediate Unit (PA) regarding individualized education programs (IEPs) for exceptional children, as mandated by P.L. 94-142, the Education for All Handicapped Children Act. An initial section reviews the philosophy of the IEP and gives directions for completing IEP forms. Other topics…

This brief paper considers planning for the transition of students with disabilities from the school setting to adult life. First, "transition services" are defined according to requirements of the Individuals with Disabilities Education Act. The relationship of transition services to the student's Individualized Education Program is…

This study investigated the upper age educational mandates of 15 states and the policies regarding alternative awards to the regular diploma in 19 states. The study was based on analysis of state policy documents, a 1990 state survey of exiting procedures, and telephone conversations with state education agency officials. The first section…

This volume of Colorado special education administrative decisions contains all Impartial Hearing Officer Decisions, State Level Review Decisions, and Complaint Findings issued since 1988. The full text of each decision or finding is preceded by a case summary which includes a listing of key topics, a statement of the issues, the decision, and…

This document contains six inserts for the Colorado Administrative Decisions Notebooks, a compilation of all Colorado Special Education Administrative Decisions issued in 1992, including all Impartial Hearing Officer Decisions, State Level Review Decisions, and Federal Complaint Findings. The full text of each decision is preceded by a case…