IDEA students graduating at a rate far lower than their peers in the United States (Digest of Education Statistics, 2019). Students with disabilities are currently facing are entering post-secondary life with little or no understanding of their disability or how that disability may impact them in the future. The purpose of this study was to…

When data is collected, summarized, and analyzed with sufficient frequency, decisions about instructional changes can be based on student progress. Use the suggestions here to begin conducting progress monitoring.

What is Goal Attainment Scaling? In this article, Lee Ann Jung defines it as a way to measure a student's progress toward an individualized goal. Instead of measuring a skill at a set time (for instance, on a test or other assignment), Goal Attainment Scaling tracks the steps a student takes over the course of a year in a targeted skill. Together,…

This article provides a description of the birth of The Odyssey Initiative. As teachers, this group of three, all educators, knew that there was outrage about the state of education in America. Griping about our nation's schools has almost become a pastime, and with very good reason. However, they found the solutions being offered to save our…

This text was written as an outgrowth of 6 years' work with children aged 3-5 in the Child Development Center at Western Oregon State College, Monmouth, Oregon. The children attending this program included typically developing children as well as children with disabilities. A primary purpose of this book is to share the experiences and learnings…

This study examined the opinions and practices of 59 of Alabama's rehabilitation counselors who are assigned to serve secondary students with disabilities. Results are presented within the areas of: (1) Individualized Transition Program; (2) student/parent participation in transition, (3) assessment, (4) vocational preparation, (5) service…

This document provides guidance for establishing a tiered instructional approach to support the achievement of all students in Maryland public school, particularly those not demonstrating mastery of grade level content. The framework includes student screening, identification of specific learning needs, provision of appropriate instruction aligned…

The brochure provides an overview of the components of vocational assessment used in many Cooperative Services Model (CSM) projects in New York State. Federal and state requirements for vocational assessment for students with handicapping conditions, the purpose of vocational assessment, and a suggested vocational assessment model are discussed.…

Practices are identified for use in teaching vocational education to students with mental disabilities. Iowa's definition of vocational education is presented, along with definitions for seven major delivery areas of vocational education: home economics, industrial arts/technology, trades and industry, business/office education,…

This article summarizes findings presented in a report by the Audit Commission on the provision for children with disabilities. It discusses widespread dissatisfaction with student assessment, development of statements, resource allocation to support children with special educational needs, and procedures to ensure services are effective.…

This paper first compares Vermont's old Individualized Education Plan (IEP) which was designed primarily to insure legal compliance with the new family-centered IEP. It then describes the new IEP. Vermont's new family-centered IEP process emphasizes increased collaboration, reduced paperwork, and legal compliance. Three questions serve as a focus…

This document provides a comprehensive list of best practices associated with effective and efficient programs for students with various disabilities: social/behavioral, sensory, physical, and cognitive and/or communicative. It is intended to assist in the design and implementation of least intrusive, chronologically age-appropriate, gender and…

A review of 2001 state policies on gifted education found that states varied on their definitions of giftedness. Twenty-seven mandate full or partial gifted education, 9 require an individualized education program for gifted students, but only 4 require gifted students and children with disabilities to be identified, located, and evaluated…

A national survey of 133 secondary vocational educators examined practices and perceptions toward grading students with disabilities. The majority of respondents included a competency-based grading component, believed that student effort should be used to determine grades, and had never been involved in their students' Individualized Education…

Provisions for children with specific learning difficulties were studied in 27 secondary schools in 5 regions of Scotland. Specific learning difficulties were seen as functional weaknesses in students who might otherwise be intellectually able. Questionnaires were completed by the schools to determine: number of students with specific learning…