Barriers to classroom participation for postsecondary students with disabilities are often addressed through accommodations via disability resource offices. However, the use of individualized accommodations as the sole method for resolving access barriers in the classroom is neither sustainable nor equitable. Furthermore, this somewhat flawed…

Despite federal regulations requiring measurable individualized education programs (IEPs), IEPs are often vague and unfocused, making them difficult to use in guiding instructional planning. Although a well-written IEP can be time consuming and labor intensive, a clearly written IEP, based on documented student needs, can and should be a guidepost…

This guide was developed by DAWN (Disability Advisors Working Network) in consultation with AHEAD (Association for Higher Education Access and Disability), Asperger Syndrome Association of Ireland, Brainwave, DeafHear, Dyslexia Association of Ireland and the National Council for the Blind. This is an introductory guide and should be used as a…

Surveys of 60 preschool teachers and in-depth interviews with 10 other teachers regarding assessment and instructional decision-making practices with handicapped children revealed that evaluation and monitoring procedures were not used systematically or regularly. Behavioral observations were the most widely used single source of information for…

This article discusses the stages of instruction (internalization, development, and externalization) and the four domains of instruction (materials, activities, teacher behaviors, and student grouping) that can be adapted for teaching students with disabilities. An instructional adaptation decision-making tool used to assess each of the…

In today's educational climate of increased accountability for learning, parent involvement in the education of children is a topic that permeates educational discussions. Schools urge parents to support their child's learning at home by assisting with homework and reading every night, to participate in school committees, and to volunteer in…

This volume contains papers presented at a symposium on public policy and educating handicapped persons. Included are: (1) "Public Policy and the Special Education Task for the 1980s: Report of the Wingspread Conference" (M. C. Reynolds et al.); (2) "The Emerging System for Educating Handicapped Children" (L. E. Lynn, Jr.); (3) "Effectiveness of…

This paper discusses a study that examined whether 20 typical sixth-grade students and 4 students with special needs in a Strategies Intervention Model (SIM) classroom developed more positive academic and social perceptions over the course of the school year when compared to 22 students in a regular classroom. The SIM is described as a curriculum…

This guide, which is designed for practitioners, contains descriptions of 137 resources concerned with strategies, resources, programs, and research on inclusion, detracking, ability grouping, mainstreaming, and cooperative learning. The entries describing each resource are organized into seven sections: publications, newsletters, journals,…

This guide, which is intended for British further education staff who work with special needs learners, examines the use of information and learning technology (ILT) to improve special needs learners' literacy. Part 1 discusses how information technology resources originally developed for mainstream programs can make information and learning…