This guide presents principles for the effective integration of young children with disabilities into regular classrooms in Massachusetts. Planning for integration is discussed in terms of the responsibilities of the integration team (using either a multidisciplinary or interdisciplinary model), the role of the family, assessment of children's…

This guide provides a framework for planning the triennial evaluation of students in the state of New York who receive special education services to determine whether there is a continuing need for those services. Following an introductory section which explains the rationale and basic requirements for such an evaluation, recommendations are made…

The Special Education Services of the Michigan Department of Education has prepared the State Plan for the delivery of special education programs and services starting July 1, 1983 through June 30, 1986 according to guidelines and rules established under Title VI Part B of P.L. 94-142, The Education for All Handicapped Children Act. This plan…

The booklet outlines Michigan's procedures for providing educational programs in juvenile detention facilities, with emphasis on special education programing. The following topics are addressed: education responsibility, interagency agreements and relationships (cooperation among juvenile courts, detention facilities, and operating school…

This manual is designed to assist in teaching the necessary work-related behaviors that frequently help individuals with handicaps to enter and remain in the sheltered or competitive work force. It can be used by teachers at the primary, elementary, and secondary levels. Chapter I summarizes the research on associated work skills, sometimes called…

A study examined the inservice needs of vocational educators related to the inclusion of special needs students in vocational classes. Purposes were to determine the statewide enrollments of special needs students in vocational programs; to examine the instructional needs of vocational educators for working with these students at three schools; to…

The manual describes policies relating to the roles and contributions to special education of occupational and physical therapists. Following a summary of certification requirements, the therapists' roles in a school setting are examined. Conceptual roles are outlined for decision making, program management, liaison, support/resource/consultation,…

The purpose of this study was to explore whether, and if so how, ongoing measurement and evaluation procedures affect the instruction that special educators provide and the educational decisions that they make. Eighteen experimental group teachers employed specific continuous evaluation procedures while 21 contrast group teachers employed…

The manual presents policies, procedures, and guidelines for special education in British Columbia. The following topics are addressed: philosophy and goals; service delivery models (planning, administration, coordination of services); division organization (organizational chart); financial management system (special programs funding, reporting…

This instructor guide provides materials for a cosmetology program in the Department of Defense Dependents Schools. While enabling the high school student to pursue a career in cosmetology or related fields, the program offers consumer skills for all students in personal development, hair styling, make-up, and other areas of cosmetology.…

The manual, in looseleaf format, is intended for training regular education teachers involved in mainstreaming handicapped students. The manual is organized into seven units of instruction: the law (P.L. 94-142, the Education for All Handicapped Children Act); handicapping conditions; assessment; individualized education programs; instructional…

Special Education programs at nine Bureau of Indian Affairs (BIA) schools were investigated to establish and identify priorities for improvement and to determine the effectiveness of each program. The monitoring procedure involved random sampling of files of identified exceptional students and an in-depth examination of the documentation…

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…

Guidelines in this publication are concerned with the provision of counseling as a related service for handicapped children, and are written to assist school personnel in discharging their responsibilities when the Committee on the Handicapped (COH) determines that a pupil requires counseling. Legal authorization for such counseling is reviewed…

The Education for All Handicapped Children Act of 1975 requires mainstreaming, or the education of handicapped children with regular students, to the greatest extent appropriate. Although the provisions of the law call for each student to be assessed individually and provided with an Individualized Education Program (IEP), the costs associated…