As a part of the Individualized Education Plan (IEP), special education teachers work along with their student with special needs and their parent(s)/guardian(s) to create and implement Individualized Transition Plans (ITP) to assist the student with their transition to the post-school environment. As mandated by Individuals with Disabilities…

The Individual Education Plan (IEP) process plays a vital role in the instructional process of the individual with ELN (exceptional leaning needs). The IEP process helps to level the playing field for students with ELN against those students that do not have diagnosed learning problems. From the parents to the students to the IEP staff, they all…

Although increased attention in special education has been given to individual transition planning, little research has been done to assess student opinions and knowledge on this process. The majority of research has focused on "best practice" to ensure quality transition planning for students. This study surveyed 103 students receiving…

The document, over half of which consists of appendixes, reports on a study of the state of the art in the development of individualized education programs (IEPs) in Connecticut. Specific areas examined included the existence of a diagnostic/instructional link, assessment procedures across handicapping conditions, the development of objectives…

This paper addresses the national quantity demand, supply, and shortage of special education teachers (SETs) in comparison to general education teachers (GETs). The main data source was the 1999-00 Schools and Staffing Survey. Results indicated that the total demand for SETs increased 38% from 240,000 in 1987-88 to 330,000 in 1999-00, a rate of…

During the Spring of 1980, a survey was conducted to determine the extent to which a sample of 153 handicapped migrant children were identified as being handicapped--and had individualized education programs (IEPs) prepared for them--by schools in which they were enrolled from January 1978 through June 1979. (Author)

Survey data from five school system coordinators of special education in Alabama indicate incongruity between the criteria for identification of learning disabled adolescents proposed by J. Lee Wiederholt (1975) and the observed characteristics of 161 students, grade 7 through 12, already identified as learning disabled. (JG)

Examines the beliefs of elementary and secondary school teachers concerning what they think the principal does in special education. Results of 40 of 64 returned surveys of a Likert Scale of 1-5, indicated teachers perceived the principal as an instructional leader in some areas of special education. (AH)

Sixty Ohio local educational agencies (LEAs) were administered a survey examining their level of compliance with federal laws P.L. 93-380 and P.L. 94-142, mandating the provision of appropriate education for all handicapped children. (Author/DB)

A need for more personnel to teach students with disabilities resulted from the passage of Public Law 94-142, The Education for All Handicapped Children Act, which enabled those children to attend school in regular classrooms. Many schools solved their shortages of teaching personnel by hiring assistants, termed paraprofessionals, who were not…

A survey of 77 schools was conducted to investigate the effect of P.L. 94-142 (the Education for All Handicapped Children Act) on private special education schools in 12 western states. Chapter I looks at the purpose, population, procedure, and data treatment of the study as well as defining several terms. The second chapter reviews literature…

Responses of over 300 teachers to a survey examining their perceived role in the implementation of Public Law 94-142 (the Education for All Handicapped Children Act) and their job satisfaction are reported. Results showed that about 50% of the respondents said they had not been told what responsibilities they had in the mainstreaming process and…

To better understand the emerging directions and priorities for inservice training across the country, the Comprehensive System of Personnel Development section of the Annual Program Plans (called for in P.L. 94-142, Education for All Handicapped Children Act) were reviewed for 49 states and the District of Columbia. The review was structured to…

Given the expectation of education personnel that parents should be passive participants in the educational planning process and given the historical lack of access to information experienced by many culturally diverse parents, an attempt was made to ascertain the knowledge level of 13 Black parents with handicapped children with regard to…

The study of overlap between Elementary Secondary Education Act Title I services and P.L. 94-142 (the Education for All Handicapped Children Act) services was designed to address two questions--to what extent is there a duplication of services to students who might be eligible for both programs, and to what extent do procedures and rules in the…