Introduction: Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose: The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical…

This manual was designed primarily for use by people with disabilities. The hope is that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with disabilities. The focus of this manual is to provide easy-to-read information about available resources, and to provide immediate…

Children who are deafblind are one of the lowest-incidence yet most diverse groups receiving services mandated by the Individuals With Disabilities Education Improvement Act. Despite this population's diversity, the development of communication skills is critical for all children who are deafblind, and is the foundation on which good transition…

It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…

The National Longitudinal Transition Study 2012 (NLTS 2012) is the third in the series of NLTS studies sponsored by the U.S. Department of Education to examine youth with disabilities receiving services under the Individuals with Disabilities Education Act (IDEA), a long-standing federal law last updated in 2004. Under IDEA, youth with…

It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…

Finding a job, learning to live independently, and obtaining further education are important goals for all young adults as they leave high school. But achieving these goals is often extremely difficult for students who are deaf-blind. Limited or absent hearing and vision, difficulties with communication, and the frequent presence of additional…

Information is presented on selected projects funded by the U.S. Office of Special Education Programs (OSEP), including projects which present promising practices or effective strategies and/or were intended for national information dissemination. The categories of projects are as follows: services/programs for the deaf/blind, early intervention,…

This bulletin issue contains seven papers describing innovations in various areas of special education and rehabilitation. "Training Criminal Justice Personnel To Recognize Offenders with Disabilities" (Keith L. Curry and others) examines prevalence figures of disabilities among incarcerated adults and describes the "Effectively…

This compilation includes 14 supplements to the Kansas state plan for education, all relating to various aspects of special education. Several of the supplements offer guidelines for specific age groups or conditions, providing information on definitions, screening and identification, curriculum and instruction, administrative structures, related…

How may an individual who is deaf or hard of hearing focus on success? How can we as professionals best promote environments that will facilitate achievement and positive outcomes for these individuals? "Planning for Success: Initiatives for Positive Outcomes," the PEPNet conference held in April 2004, was a conference dedicated to…