The purpose of this publication is to provide guidance to Minnesota CareerForce youth development professionals on how to intentionally integrate the Guideposts for Success framework into the Individualized Learning Plan (ILP) model. Developed by PACER Center for Minnesota's Partners for Youth Disability Employment Initiative (DEI), this guide…

The No Child Left Behind Act of 2001 mandated that states implement standards and test-based accountability systems. In theory, local educators are free to select the means for teaching the standards so long as students achieve a predetermined proficiency level on the exams. What is unclear, however, is how this theory plays out in schools…

Individualized education programs (IEPs) for students with disabilities ages 16 and older must include a transition component. It is important for educators to understand the role transition assessment plays in developing a thorough transition component that includes measurable postsecondary goals, annual IEP goals, transition services, and a…

When the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004, it eliminated the requirement that individualized education programs (IEPs) include short-term objectives or benchmarks, except for students with disabilities who take alternate assessments aligned to alternate achievement standards. Instead, the IDEA regulations…

The role of the special educator has changed. Similar to general educators, special educators are more accountable, more specialized, and more collaborative. To be effective in this new role, special educators need to recommit to the founding principles of the discipline and embrace the tools that allow them to meet the needs of students with…

In this article the author provides legal explanations to the following concerns: (1) Free Appropriate Public Education (FAPE) and Individualized Education Programs (IEPs); (2) Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs); (3) Manifestation Determinations under Individuals with Disabilities Education Act (IDEA);…

The Individuals with Disabilities Education Act (IDEA) includes transportation within its definition of "related services." This means that students with Individualized Education Programs (IEPs) have the right to receive special transportation services if it is needed. Transportation and assistance may be provided to a child whose…

It is the position of the National Association of School Nurses (NASN) that students whose healthcare needs affect or have the potential to affect safe and optimal school attendance and academic performance require the professional school nurse to write an Individualized Healthcare Plan (IHP), in collaboration with the student, family, educators,…

June 22, 2007, was the 25th anniversary of the U.S. Supreme Court's decision in Board of Education of the Hendrick Hudson Central School District v. Rowley (hereafter Rowley; 1982). In Rowley, the Supreme Court interpreted congressional intent in requiring that public schools provide a free appropriate public education (FAPE) to students with…

The article presents a discussion between a learning disabilities resource teacher and an education program specialist on the individual education plan (IEP) required by P.L. 94-142, the Education for All Handicapped Children Act. (SBH)

The author addresses some of the concerns and some of the progress being made in implementing the statutory requirements of Public Law 94-142 (Education of All Handicapped Children Act), with particular emphasis on provisions for an individualized education program for each child. (SBH)

The author expresses his fear that current practices designed to meet federal regulations regarding education of the handicapped may be merely surface compliance efforts. (CL)

This document provides an overview of the best practices and legal requirements regarding the reevaluation procedures under the IDEA to make the process more relevant for IEP teams as they approach this issue. Sections include: (1) Authority; (2) Questions/Answers; (3) Reevaluation Process; (4) Individualized Reevaluation Plan; (5) Summary…

The document focuses on five similarities that exist between the Vocational Rehabilitation Act of 1973 and the Education for All Handicapped Children Act of 1975. Explored are establishment of the severely handicapped as a priority, individualized written programs, client and/or parental involvement, required annual evaluation, and assessment and…

The author comments on the effect of P.L. 94-142, the Education for All Handicapped Children Act, on special education and introduces nine articles (EC 103 480-EC 103 488) dealing with individualized education programs. (CL)