Designed for special education teacher aides, the workbook is the basic text for a five module, competency based, inservice training program. The first module focuses on the role of the teacher and the teacher aide as a team in serving handicapped children. The second module stresses the characteristics of normal child development and the…

This article discusses a comprehensive program for gifted students with learning disabilities in Maryland's Montgomery Country Public Schools (MCPS). MCPS has developed special self-contained classes for gifted students with severe learning disabilities while those with moderate and mild disabilities receive gifted instruction and services in…

With the passage of the No Child Left Behind Act of 2001 (NCLB), redefined expectations and accountability appeared concerning education of students in the nation's schools. The focus of this article is to examine the ramifications of NCLB for students with special needs. In addition, given NCLB, the idea of inclusion--the practice of placing…

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 is the second part of a two-part report of a study about the instruction of children who are learning or using both braille and print simultaneously (dual media). It explores the instructional methods and curricular decisions of teaching dual media to students with low vision and reports the students' current literacy levels and reading rates…

This book chapter puts community-based rehabilitation and community-based instruction in an historical perspective by describing a number of influential social, political, legal, technological, and philosophical factors that have shaped contemporary special and regular education. The characteristics of community-based instruction, community-based…

This digest estimates that 948,000 U.S. children may both be linguistically different and have disabilities. The nature of instruction and educational placement of these students should be based on the degree of disability, level of language proficiency in both English and the primary language, and intellectual capacity. Placement decisions should…

The curriculum guide was developed to serve hearing impaired children at the Kendall Demonstration School elementary/middle school in Washington, D.C. An introductory section explains the purposes of the curriculum which provides a comprehensive format for the development of all areas of auditory and speech skills, i.e., audition, speechreading,…

This monograph provides information on the Education for All Handicapped Children Act as well as on vocational education for the handicapped. Following a brief introduction, Section II discusses the purpose of the Act. Section III offers definitions for classification of the handicapped. Legislation relating to vocational education and the…

Limitations in standardized test use with Hispanic students are summarized and recent research developments supporting use of testing and assessment as tools for promoting learning are examined. Assisted performance and dynamic assessment are discussed in the context of individual education plans and a test-train-test cycle. (Author/MSE)

A teacher provides a set of key components used by her school district to aid teachers and administrators in developing Individual Educational Plans (IEP) for handicapped students. (ZWH)

This guide presents principles for the effective integration of young children with disabilities into regular classrooms in Massachusetts. Planning for integration is discussed in terms of the responsibilities of the integration team (using either a multidisciplinary or interdisciplinary model), the role of the family, assessment of children's…

The manual, in looseleaf format, is intended for training regular education teachers involved in mainstreaming handicapped students. The manual is organized into seven units of instruction: the law (P.L. 94-142, the Education for All Handicapped Children Act); handicapping conditions; assessment; individualized education programs; instructional…

Various instructional models for use in classrooms with both mildly handicapped and nonhandicapped students are described: (1) developmental model; (2) inquiry and inductive reasoning models; (3) behavioral model; (4) perceptual motor theory; (5) diagnostic-prescriptive models; and (6) individual education plan. (CJ)

Used naturalistic inquiry and context evaluation to examine work of three experienced teachers during a year's implementation of an inclusive kindergarten program involving children who are deaf or hard of hearing. Found that the two kindergarten teachers met about 50%, and that the special education teacher met about 70%, of recommended standards…