This article describes three different ways of using paraeducators during adapted physical education. (1.) Having paraeducators read a portion of the lesson plan that describes the desired support towards lesson objectives. Paraeducators then assist all students when needed. (2.) Assigning specific modifications for paraeducators through the IEP…

The purpose of this study was to explore the perceptions of public school leaders about principal leadership for special education in ten leadership categories: understanding law and policy, using data to improve teacher performance, using data to improve student performance, creating an inclusive culture, collaborating with families,…

The author discusses improvement in quality of special education through the use of the individualized education program (IEP) as a placement, instructional, and planning tool. Conditions necessary for using the IEP effectively are listed. Implementation of the IEP as placement, instructional, and planning tools is noted to depend on four…

Public schools must make available special education and related services to all IDEA-eligible (Individuals with Disabilities Education Act) students with disabilities beginning at age three and through age 18. Services to students, ages 19, 20, and 21, are permissive. That means the decision to serve 19, 20 and 21-year-old students is determined…

Describes transdisciplinary (TD) team model as holistic approach for identifying and educating young migrant students with special needs. Describes differences between TD and multidisciplinary team models. Describes half-day TD assessment of child. Assesses TD approach regarding student needs, staff training, ongoing staff development, and child…

Designed for service providers, the manual outlines policy and procedural requirements for implementing P.L. 94-142, The Education for All Handicapped Children Act. Following a review of policy requirements for local education agencies (LEAs) and state operated programs (SOPs), supplementary worksheets (which enable administrators to check the…

The comprehensive nature of the Education for all Handicapped Children Act of 1975 is why educators question its applicability to the United States Pacific Territories. The components of the act are viewed against a framework of the territories' traditional cultural values and current economic needs. (Author/TLJ)

This guide describes the services necessary to support effective paraeducator services in accredited Iowa schools. A paraeducator is defined as an employee who works under the supervision of teachers or other licensed personnel who have the ultimate responsibility for the design and implementation of education and related service programs. It is…

A model of classroom-based staff development for teachers at the high school level is described. The program incorporates the consulting teacher model and uses three kinds of inservice training: courses, consultations, and workshops. (JN)

Because of the importance of preventing inappropriate disciplinary measures for special education students and those with disabilities, school boards should direct administrators to set specific procedures and limits on disciplinary measures, boost staff development programs, and establish open communication with parents. (MLF)

The purpose of this monograph is to illustrate the implications of Public Law 94-142 on public education at the state and local levels. The first section illustrates the importance for all educators to be aware of the administrative design used in this piece of permanent legislation. The second section describes the major provisions of Public Law…

Narrative descriptions of activities in 10 areas of Project FAITH (Family Assistance for Infants and Toddlers with Handicaps) and results of the 1977-1978 project year evaluation are presented. Cost figures, strategy activities, significant findings, recommendations, personnel responsible, product development information, and continuation plans…

The project manual was a product of the 3-year project, "Functional Mainstreaming for Success," (FMS) designed to develop a model for instructional mainstreaming of 162 handicapped children (3-6 years old) in community settings. The major feature of the project was development of a full reverse mainstreamed preschool program, which…

This monograph provides information on the Education for All Handicapped Children Act as well as on vocational education for the handicapped. Following a brief introduction, Section II discusses the purpose of the Act. Section III offers definitions for classification of the handicapped. Legislation relating to vocational education and the…

The effects and implications of the Education for All Handicapped Children Act, Public Law (PL) 94-142, are discussed in this collection of conference presentations. A panel gave an overview of legislative and legal aspects of the law and its implications for personnel development and funding. Small group sessions were held on: individualized…