Behavioural, emotional and social difficulties (BESD) are a significant impediment to effective teaching and learning in England and Wales. Initiatives such as in-school Learning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term individualised learning programmes, followed by mandatory…

Discussed are critical variables in the mainstreaming of hearing impaired children. Identified are eight types of mainstreaming (without supportive help); guidelines for establishing a program (such as preparing the staff); and essential elements in maintaining a program (such as monitoring student progress). (LS)

Problems of implementing a mainstreaming program for exceptional children include lack of staff preparation and inadequate guidelines concerning resource room operation. Four approaches to the problem are recommended: a total integrated effort of all staff, a well-developed plan for teacher education, good public relations, and early involvement…

Guidelines for structuring successful inservice programs to train vocational teachers for working with special needs students include involving the teachers in planning the program, specific course content, scheduling times, and needs assessment, and utilizing presenters whose experiences match the need. (MF)

The handbook provides a guide for the development of a public school program for autistic and seriously emotionally disturbed (ED) children which reflects the experience and successful elements of the Orange County (Florida) School District program. Included are sections on program rationale and philosophy (providing equal education…

The manual of policies and procedures covers special programs of the Ministry of Education in British Columbia. Noted in the introduction are ministry policies including mainstreaming, the use of the cascade model of service delivery, and the principles of least restrictive environment in student placement. Individual sections focus on the…

This packet of materials describes the experience of personnel at Poultney (Vermont) Elementary School in transitioning a student with multiple disabilities from a special day school into a regular third grade classroom. The materials outline pros and cons of the inclusion concept, requirements for inclusion to be successful, the collaborative…

This book offers practical guidelines for planning and implementing mainstreaming at the local school level. Chapter I describes a process for planning which results in the individual school being organizationally and psychologically ready for mainstreaming. Chapter II examines the roles and responsibilities of students, parents, and the community…

This chapter from a North Dakota guide for early childhood special education personnel focuses on program planning for young children with special needs. Following an introduction, the first section presents the North Dakota program guidelines, including eligibility of students, an explanation of the approval of services process, a description of…

This four-part handbook is designed to aid teachers in planning, conducting, and evaluating vocational education programs for the handicapped (VEH). The handbook is based on identified competencies needed by VEH teachers in any area of vocational education. Part 1, on the operation of the program, includes chapters on laws pertaining to the…

Guidelines and about 160 references that may assist local New York State school districts develop programs for the gifted cover the following seven program components: planning, the district's philosophy and definition of gifted, identification, programming (curricula and instruction), teacher selection and education, promoting awareness of gifted…

Provided are guidelines for the development of individualized education programs (IEPs) for handicapped, gifted, and talented children, designed to comply with the proposed Pennsylvania Special Education Standards. Chapters cover the following topics: instructional components of the IEP (including determination of present educational levels,…

Presented is a manual on improving occupational programs for the handicapped based on a study of 30 existing vocational education programs falling into one of three categories--modified programs for handicapped students in the regular classroom, special programs for the handicapped in segregated classrooms, or special programs for severely…

Creating and evaluating Individualized Education Programs (IEPs) for students with disabilities is a major responsibility for teachers and school leaders, yet the process involves legal components not always understood by educators. In "Understanding, Developing, and Writing Effective IEPs," legal and special education experts Roger…

This publication on planning to meet vocational needs is the fifth in the Self-Help series of five booklets designed for Alaska administrators and teachers to improve vocational services provided to handicapped pupils. It begins with a checklist of implications for administrators and teachers. These discussions and/or materials are provided: (1)…