Aim/Purpose: As e-Learning 3.0 evolves from a theoretical construct into an actual solution for online learning, it becomes crucial to accompany this progress by scrutinising the elements that are at the origin of its success. Background: This paper outlines a framework of e-Learning 3.0's critical success factors and its empirical validation.…

The assessment of knowledge and learning progress in the context of game-based learning requires novel, noninvasive, and embedded approaches. In the present paper, we introduce a mathematical framework which relates the (problem solution) behavior of a learner in the game context to the learner's available and lacking competencies. We argue that a…

Education is individualized in measure as the learning goals an individual pursues, and the means whereby he works toward them, are selected for and by him. Individualization is not limited to independent learning or learning in a tutor-student dyad. Depending on learning goal and learner characteristics, individualized education also can occur in…

The article reviews curriculum areas, team roles and approaches, and the transdisciplinary approach in developing individualized education programs for physically handicapped students. (CL)

Identification, differential diagnosis, and treatment evaluation of emotionally disturbed preschoolers by practitioners are considered. Emphasis is on the need for defining disorders in terms of: (1) a broad normative context to assist general reporting within the profession; and (2) specific settings to provide the information necessary for…

The paper explores aspects of an individualized educational program (IEP) for use with handicapped school age children. An IEP is defined, the target group established, and components of the IEP are outlined. Some of the philosophical and legislative background for the IEP are discussed and its place within the school district framework is…

All the pieces--laws, people, programs--can fit together. (Editor)

Intended for occupational education personnel in New York State, the paper reviews some of the language and concepts of special education as it relates to legislation and terminology, for the purpose of providing a base to build upon in the provision of educational programs for the handicapped population. The Education for All Handicapped Children…

The manual discusses legal and procedural guidelines established by North Carolina regarding educational services for severely handicapped students. Covered in separate sections are the following topics (sample subtopics in parentheses): definition; placement procedures (referral, screening, school-based committee, assessment, placement, and exit…

The report analyzes regulations and considers implications for special and vocational educators of Section 504 of the Rehabilitation Act of 1973, the Education for All Handicapped Children Act, and the Vocational Education Act of 1963, amended in 1976. Initial sections focus on the content of the laws, while a separate chapter compares the…

Explained are the basic thrust, objectives, and target populations, as well as the rights and protections provided for in the Education for All Handicapped Children Act (Public Law 94-142) and Section 504 of the Vocational Rehabilitation Act of 1973. (IM)

Provided are standards for agencies and hospitals serving developmentally disabled persons with emphasis on planning and implementing individual programs. The introduction provides information on the establishment of the Accreditation Council for Services for Mentally Retarded and Other Developmentally Disabled Persons and the Joint Commission on…

This paper reviews the Supreme Court's Zebley decision which expanded the definition of disability in young children by including functional equivalence; compares regulations and practices under the Social Security Administration and Part H of the Individuals with Disabilities Education Act; and offers guidelines concerning the intent of the law,…