This article presents questions regarding the Individuals with Disabilities Education Act (IDEA) regulations and the No Child Left Behind Act. The author's answers to these questions are presented.

This guide was designed to serve as a reference document for developers of individualized education programs (IEPs) for students with disabilities in Georgia. Specific procedures and responsibilities of the student support team during the processes of identification, intervention, and evaluation are outlined. The first section covers the student…

A project developed and implemented a plan to retain those adult basic education students who are likely to be successful if they stay enrolled in the program but who are likely to drop out if program staff do not intervene. The plan involved use of an assessment instrument to identify these at-risk students, development of an individualized…

This report synthesizes the findings of seven studies of instructional services provided in the State of Washington to at-risk students and describes the current state of the art in the education of those special needs children. The report answers the following five questions: (1) Who are the special needs children in Washington's schools? (2)…

The Preliminary Manual for the Portland Problem Behavior Checklist (PPBC) was developed to aid school personnel to identify problem behaviors, and to implement and evaluate intervention procedures to remediate or alter those problem behaviors. This manual describes the development, validation, administration, scoring procedures, and possible uses…

Designed for use by parents and professionals, this guide provides assistance in finding appropriate financial resources and services for children with special needs in Iowa. Divided into six chapters, the guide presents programs related to education, health, human services, insurance, social security, and other support services. After a brief…

Traumatic brain injury (TBI) is a federally recognized disabling condition which involves behavioral and academic difficulties. Dysfunction varies with the type and location of injury and with the age of the child. School personnel traditionally have had little exposure to TBI, and there is great potential for problems to occur due to lack of…

This methods textbook includes interventions that beginning teachers need to understand to address the many problems they will encounter in classrooms with children who have emotional or behavioral disorders. Chapters discuss: definitions of emotional or behavioral disorders and ways in which children with these problems are classified; Individual…

A model is described that utilizes collaboration between sending and receiving programs to support parents through the transition from infant intervention to public preschool special education programs. Included are a timeline for parent services, a parents' worksheet to develop their child's individualized education program, and a list of parent…

This document is designed to provide guidance to Illinois school administrators on positive behavioral interventions with students with disabilities. It begins with a description of the Illinois statute addressing behavioral interventions and then provides information on district policy guidelines on establishing and maintaining a committee to…

This article describes the continuum of treatment/education interventions developed to address the needs of Kentucky adjudicated and other at-risk and delinquent youth, ranging from school-based alternative education programs to long-term stays in residential programs. The interagency collaborative approach emphasizes transition planning to less…

Findings related to instructional intervention and decision making from four in-depth ecological case studies were integrated and analyzed. The case studies focused on four early childhood special education (ECSE) programs that were characterized by a variety of approaches to ECSE decision making and by urban, suburban, and rural locations. The…

A cooperative program between the Department of Pediatrics at the Texas Tech University Health Sciences Center and a special education program for developmentally disabled infants and children (birth through age 3) has provided 12 pediatric residents with a four-session training program. The residents were members of an interdisciplinary team…

Twenty-one families participated as members of experimental or control groups in a study which investigated the effects of family-oriented intervention on the stress level of families with young handicapped children (average age 2 years) whose impairments were primarily developmental delay or cerebral palsy. Parents completed the Parenting Stress…

No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) both include a commitment to keep the public informed about educational progress that students are making, and both emphasize the importance of involving parents in the education of their children. An underlying assumption of NCLB and IDEA is that in order…