This guidance report focuses on improving the quality of teaching of mathematics to pupils in Key Stages 2 and 3. The decision to focus on these Key Stages was made after an initial consultation period with teachers, academics, and other stakeholders. Schools are seeking advice on adjusting to a new curriculum, and there is also concern about…

This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in…

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) states that transition planning should begin at the earliest age appropriate and no later than age 16. IDEA requires schools to make collaborative efforts to provide students access to an array of postschool activities including integrated employment, postsecondary…

This study aims to explore (1) whether pupils with high emotional intelligence (EI) cope better with the transition to high school; and (2) whether the introduction of an intervention programme to support the development of EI competencies can increase EI and self-worth, and so ease the negative effects of transition. Results suggest that pupils…

This article documents the challenges that young children face as they move from kindergarten to first grade and the important role that elementary school counselors can play in working with students, parents/caregivers, and teachers during this critical period of development. Research- and practitioner-based recommendations for effective…

The article examines the need to integrate transition planning for children with disabilities throughout the early childhood years, the roles of all members of the early intervention team (parents and professionals) in early transitions, and the effects of parents becoming active participants in early intervention. (Author/DB)

The paper reports on application of a case-by-case reintegration approach to helping 10 behaviorally disordered elementary students transition into less restrictive environments. The strategy combined transenvironmental programing, student-directed interventions, and collaborative consultation. Effectiveness was suggested by the number of students…

Parents of 25 infants/toddlers with handicaps were surveyed to gain perspectives on easing the transition from home-based infant programs to preschool programs. Analysis of the results led to 4 major recommendations and a series of steps that infant program staff can follow to facilitate transition to preschool program options. (JDD)

Based on an extensive literature search, this paper identifies key actions school administrators may take regarding systems that limit or avoid student referrals for special education services. Findings indicate that referrals may be limited by early intervention strategies and overall improvement of the mainstream educational system. Includes 93…

Four exemplary programs that effectively plan and coordinate transitions between early intervention programs and preschool/elementary programs are described. They include Project BEST (Building Effective School Transitions), Projects STEPS (Sequenced Transition to Education in the Public School), Project TEEM (Transitioning into the Elementary…

The Bridges Program of the Wyandotte Comprehensive Special Education Cooperative in Kansas works to have students with chronic aberrant behavior in alternative school settings function successfully in a self-contained setting in the student's home school. The program works to create an environment which will address the curriculum needs and…

A self contained behavior management classroom, an intensive program for children with multiple behavior impairments, is described. The classroom is designed to transfer the student back to the special education classroom for severely and trainable mentally impaired and autistic children. Typical behavior problems are considered, along with…

A future-based assessment/intervention model is proposed for improved programing for students with mental retardation. The model is an extension of curriculum-based assessment but takes into consideration students' abilities and individual goals and objectives. The assessment model is linked closely with instruction and is particularly valuable…

The Peabody Reintegration Project utilizes curriculum-based measurement (CBM) to help integrate pupils with mild and moderate disabilities into mainstream math instruction. CBM is seen to be particularly relevant to a transenvironmental programing process involving environmental assessment, intervention and preparation, promoting transfer across…

This book chapter describes the 14-year evolution of Community Behavioral Services, a provincial government-operated program in Edmonton, Alberta. The program began in 1976 as a residential treatment facility for individuals having mental retardation and severely challenging behaviors. Later, a specialized family home was established as a halfway…