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Examination of Views and Suggestions about Participation of Families of Children with Special Needs in Individualised Education Programme
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Yildirim, Adile Emel Sardohan; Akçamete, Gönül – Cypriot Journal of Educational Sciences, 2018
Individualised education programmes (IEP) will be practiced with children with special needs (CWSN) and their families. The main factor for IEP's success is the participation of the family and also, their children. In this study, views and suggestions about participation of families of CWSN in their IEP processes are examined. The research is…
Descriptors: Individualized Education Programs, Special Education, Disabilities, Family Involvement
Special Educational Needs in Mainstream Schools. Guidance Report
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Davies, Kath; Henderson, Peter – Education Endowment Foundation, 2020
Pupils with Special Educational Needs and Disability (SEND) have the greatest need for excellent teaching and are entitled to provision that supports achievement at, and enjoyment of, school. The attainment gap between pupils with SEND and their peers is twice as big as the gap between pupils eligible for free school meals and their peers.…
Descriptors: Mainstreaming, Inclusion, Best Practices, Evidence Based Practice
Special Educational Needs in Mainstream Schools: Evidence Review
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Cullen, Mairi Ann; Lindsay, Geoff; Hastings, Richard; Denne, Louise; Stanford, Catherine – Education Endowment Foundation, 2020
This 'best available evidence' review was commissioned by the Education Endowment Foundation (EEF) in 2019 to inform the Special Educational Needs and Disability (SEND) Guidance document (EEF, 2020). This review was commissioned explicitly as a broad overview of evidence across a range of topics, with the intention that the EEF might then…
Descriptors: Mainstreaming, Inclusion, Best Practices, Evidence Based Practice
Response-to-Intervention: Understanding General Education Teacher Knowledge and Implementation
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Benjamin, Elissa M. – ProQuest LLC, 2011
The new IDEIA (2004) mandates regarding the implementation of Response-to-Intervention (RtI) present challenges for general education teachers. The law dictates the implementation of Response-to-Intervention, which requires the application of a pyramid of interventions for students failing to make adequate yearly progress in response to general…
Descriptors: Teacher Responsibility, General Education, Learning Disabilities, Educational Improvement
Guidelines for Serving Students with Special Health Care Needs.
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Utah State Office of Education, Salt Lake City. – 1992
This document provides guidance to parents, educators, and health care providers in serving Utah students with special health care needs. An introduction defines special health care needs, outlines legal responsibilities, and notes the importance of transagency collaboration. Guidelines are then offered for the identification and placement…
Descriptors: Agency Cooperation, Definitions, Disability Identification, Drug Therapy
Communication Disorders Guidelines.
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Utah State Office of Education, Salt Lake City. Special Education Services Unit. – 1991
These guidelines outline procedures for the communication disorders specialist/speech-language pathologist employed in the Utah public schools. The guidelines are designed to ensure that all students with communication disorders, ages 3-21, will be provided with appropriate speech-language services in the public schools, that the criteria for…
Descriptors: Augmentative and Alternative Communication, Communication Disorders, Curriculum, Disability Identification