Though most interactions between parents and school personnel about students with disabilities are positive and productive, disagreements can arise. Disputes may range in intensity from minor miscommunications to significant conflicts that trigger the use of procedural safeguards available under federal law. The Individuals with Disabilities…

A model for mainstreaming handicapped students into special subject programs progresses from the formative stage (including student identification and teacher consultation) to the process stage (including joint writing of the individualized education program), to the summative stage (where student progress is monitored and feedback given to…

The role of artificial intelligence expert systems in administrative issues in special education is examined. Mandate Consultant (MC) is one such system designed to provide a second opinion on the consistency of school officials' actions in implementing the Individualized Education Program team process. MC employs rules based on the Education For…

Two studies evaluated a consultation strategy for increasing four teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. Both videotapes and teacher interviews were successful in increasing instructional behaviors in targeted…

A prereferral intervention program was instituted: to ensure that children within a Head Start program who had special needs were identified and referred in a timely manner; to prevent the mistaken referral or labeling of children with mild delays who did not require intervention; and to increase the effectiveness of the existing referral system.…

The Public Law 89-313 Instructional Support Program is a federally funded program that serves handicapped students who were enrolled in state-operated or state-supported settings for a minimum of 1 year and then transferred to a New York City public high school. The 1986-87 program emphasized teacher training, consisting primarily of in-class…

Teacher-parent collaborative consultation can be useful in planning appropriate vocational programs for adolescents with disabilities. Such consultation can involve informing parents of vocational opportunities, planning vocational assessment and collecting vocational information, developing vocational components of individualized education plans,…

This book contains a discussion of the resource program concept for students with special needs, the roles of the resource teacher, and directions for implementing and operating resource programs. Part I outlines a rationale for resource programs, their historical development, types of resource models, research-based effectiveness of this…

This text summarizes the state of knowledge in the field of early childhood integration of children with disabilities. The 14 chapters are grouped in sections which focus on relationships, curriculum planning, organizational supports, and values/attitudes, respectively. Chapters have the following titles and authors: "Ecological Perspectives on…

The 13 chapters of this book on early intervention services for young children with disabilities are organized into three sections covering issues in service provision in early intervention, application, and future directions. Chapter titles and authors include: (1) "Service Delivery Issues in Center-Based Early Intervention" (R. A. McWilliam);…