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Direct linkLandmark, Leena Jo; Stockall, Nancy; Cole, Corinna Villar; Mitchell, Vickie J.; Durán, Jaime B.; Gushanas, Christina M. – TEACHING Exceptional Children, 2022
Much has been written about the challenges of effective transition planning (e.g., Cavendish & Connor, 2018; Landmark etal., 2007; Luft, 2015). In this article, ways to mitigate some of these common challenges are provided, including low or passive student and family involvement, unresponsiveness to family culture, poor communication between…
Descriptors: Transitional Programs, Early Childhood Education, Postsecondary Education, Student Participation
Download full textSzidon, Katherine; Ruppar, Andrea; Smith, Leann – TEACHING Exceptional Children, 2015
The Individuals With Disabilities Education Act (IDEA; 2006) requires schools to develop transition plans for students with disabilities, beginning at age 16, if not before. For students with autism spectrum disorder (ASD), the transition planning process includes unique considerations. This article describes five steps for developing effective…
Descriptors: Federal Legislation, Educational Legislation, Disabilities, Equal Education
Szidon, Katherine; Ruppar, Andrea; Smith, Leann – Grantee Submission, 2015
Lakeview High School is a medium sized high school in a rural farming community. The staff at Lakeview meets at the beginning of each school year to discuss building-level professional development plans. This year, Lakeview's special education team has requested to focus its professional development time on improving special education services for…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
Synodi, Evanthia – International Education Journal: Comparative Perspectives, 2014
This paper provides a critical analysis of the impact of the "Presidential Decree 200" (1998) regarding the operation of kindergartens in Greece, on children's enjoyment of their rights. It appears that the "Decree" does not respect, protect or fulfil the participation rights of the child whereas it respects, protects and…
Descriptors: Student Rights, Kindergarten, Foreign Countries, Educational Policy
New Mexico Public Education Department, 2018
The Language and Culture Bureau (LCB) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code. These are: (1) Students become bilingual and…
Descriptors: Bilingual Education, Multicultural Education, Culturally Relevant Education, Accountability
New Mexico Public Education Department, 2017
The Bilingual Multicultural Education Bureau (BMEB) strives to serve all students participating in BMEPs so that all students achieve the program goals as outlined by New Mexico statute and education code, these are: (1) students become bilingual and biliterate in English and a second language; and (2) students meet all academic content standards…
Descriptors: Bilingual Education, Multicultural Education, Annual Reports, Student Educational Objectives
