The problem addressed in this study was that traditional assessments used for middle school math, regardless of any needs-based accommodation provisions, inhibit equitable representation of the academic abilities of students with individualized education programs (IEPs) for specific learning disabilities (SLD) because of the absence of the…

Special education law and practice have undergone profound transformation over the past 50 years. Students with disabilities are now more likely to receive a free and appropriate education in the least restrictive environment possible; however, the ideals of the law have not always been manifested in effective practice. Although special education…

In this article, a new definition of twice-exceptional children is proposed. In addition to introducing this new definition, the authors provide a research-based rationale for the definition, offer a clear profile of twice-exceptional youth, and summarize the development of new programs and practices to enable these students to develop their gifts…

Alberta Education provides programming support and funding to school authorities to develop and implement special education programming for ECS children and students in grades 1 to 12. "Special Education Coding Criteria 2009/2010" outlines criteria within specific categories to help school authorities identify those children and students…

An instructional and mainstreaming model for programming severely learning disabled (LD) elementary students is described, in which students receive instruction for one half of the school day in an LD classroom and are successfully mainstreamed in general education for the remaining part of the day is described. It is explained that components of…

The paper examines ways to choose appropriate objectives for program evaluation in the education of the handicapped. Section I discusses how too much pressure can distort priorities (alignment of short-term objectives with long-term objectives), and lists six steps in determining priorities. Section II applies the principles to learning disabled…

The informal arithmetic inventory, an informal diagnostic technique for use with elementary age students, indicates a child's specific weaknesses in arithmetic, such as inadequate concept development, poor computational skills, or inability to apply skills in a practical problem solving situation. (SBH)

Designed for regular and special education administrators, diagnosticians, and teachers, the manual describes recommended practices and procedures for identifying and serving LD (learning disabled) children, as required by Illinois state and federal regulations. The manual is divided into the following four topic areas (sample subtopics in…

This book is a guide to the development of Individual Transition Plans (ITPs) for students with disabilities. It includes 37 sample ITPs for students with a wide variety of disabilities. The first four chapters describe the formatting necessary for designing the transition planning document and then describe each of the 10 goals, which range from…

A model for the delivery of services to learning disabled children which provides procedures for services in the least restrictive environment through professional and parental participation is described. It is explained that the components of the model are the referral system, the case conference (where the decision is made regarding the…

As one of the components of the Project ACTIVE (All Children Totally Involved Exercising) Teacher Training Model Kit, the manual is designed to enable the educator to organize, conduct, and evaluate individualized-personalized physical education programs for children (aged 6 to 18 years) with low physical vitality (including those with mental…

Academic and behavioral assessment of learning disabled students (ages 3-11 years) at the Greene County Learning Center (Xenia, OH) is comprised of three tests (Woodcock Reading Mastery Tests, the Peabody Individual Achievement Test, and Group Learning Skills Tests) and teacher observation. An individualized educational program is determined based…

Intended for staff of diagnostic-prescriptive centers, the manual is designed to provide information about the Oregon Model Center for Learning Disabilities. Chapters cover the following topics: factors involved with learning; procedures and organization of the Center; assessment of psychological, educational, and language needs; procedures for…

The handbook presents guidelines for the learning disabilities teacher-consultant (LDT-C) in evaluative and integrative consultation, educational plan development, instructional leadership, and educational assessment including an historical perspective of the development of this group of professionals in New Jersey and a description of their…

As one of the components of the Project ACTIVE (All Children Totally Involved Exercising) Teacher Training Model Kit, the manual is designed to enable the educator to organize, conduct, and evaluate individualized-personalized physical education programs for prekindergarter through secondary level mentally retarded or learning disabled children.…