A study of adapted physical education (APE) practices in rural Wyoming revealed that many school districts did not offer APE programs; minimal, if any, specialization was required of APE teachers; larger districts were more likely to employ APE teachers; and there was considerable need for APE teacher training. Contains survey questionnaire and…

Preliminary data comparing individualized education program (IEP) development in three demonstration and three nondemonstration sites show that demonstration sites had significantly more individuals attending IEP meetings, more service options on the IEP, and more best-practice elements included in the IEP. Suggests that the demonstration site…

Provides an overview of issues and practice associated with the integration of handicapped students into regular education settings. Emphasizes the differences between mainstreaming and federally mandated provision of educational services in the "least restrictive environment." Discusses the changing roles of elementary school teachers…

This study compared 16 students with either a less or more severe disability from elementary schools using the "full inclusion" model and 16 similar students from schools using the special class model. The study analyzed individualized education plans and also compared program quality and student outcome variables. Significant…

Studies how sex bias influences the process of preparing and implementing individual education plans (IEPs) under the Education for the Handicapped Act. Conversations with 20 mothers of disabled children reveal the multiple effects of bias and result in recommendations for improved IEPs. (SLD)

The Individuals with Disabilities Education Act of 1990 stresses procedural safeguards regarding special education identification, placement, or services. Reviewed a sample of Illinois due process appeal decisions and concluded that the system appears to be serving Illinois educators and parents reasonably well. (20 references) (MLF)

A study of 73 families of children (ages 3-29) with disabilities investigated what special educators could do to be more sensitive to family needs. Recommendations include listening to parents, developing effective communication among parents and professionals, increasing knowledge about disabilities, demonstrating sensitivity and respect, and…

This article examines requirements of the Individuals with Disabilities Education Act (1997) regarding participation of students with disabilities in state- and district-wide assessments and access to the general curriculum. It considers implications for change in school district procedures concerning evaluation and reevaluation, Individualized…

This article analyzes changes in Individualized Education Program (IEP) requirements under the 1997 amendments to the Individuals with Disabilities Education Act, implementation issues, and implications for FAPE (free and appropriate education) requirements. It suggests that, although these new requirements create increased opportunities for…

The shortage of special education teachers is due in part to high attrition, especially among new entrants. Improving teacher retention and quality requires a holistic view of new teachers' needs, an understanding of the contexts in which they work, as well as the types of support that are needed. A leader's model highlights major considerations…

The Individuals with Disabilities Education Act mandates that free, appropriate, public education (FAPE) be provided to children with educationally-defined disabilities. The Individualized Education Program (IEP) requirement (i.e., team meeting and document) is the method for providing FAPE to children. Previous research has failed to consider…

This article explores three broad themes about transitions that have emerged in a naturalistic study of experiences of families with young children with disabilities. Generalizations regarding early transitions include families going through a birth crisis have difficulty understanding all the information they are provided. Not only is their role…

Positive behavior support (PBS) has evolved over the past 15 years from an individualized approach to behavior management to one with an increased focus on universal applications. Although there are clear areas of convergence between individualized and universal supports, it is also clear that the provision of individualized supports is an…

This article presents questions regarding the Individuals with Disabilities Education Act (IDEA) regulations and the No Child Left Behind Act. The author's answers to these questions are presented.

The current system of educating disabled students provides financial incentives to schools to overidentify students as disabled and underserve those that are identified. The incentive to overidentify is caused by providing schools with additional funds as more students are placed in special education categories that are ambiguous to diagnose and…