This guide to family-directed transition planning is intended to help parents and students with disabilities take leading roles in the process of transition from school to post-school activities. First, a letter to families examines the challenge of change and the transition process. Section 2 examines regulations that affect transition planning,…

Chicago's mastery learning program takes into account the complexities of reading and the realities of urban classrooms. Its designers say that if a program does not lead to success, it is not a mastery learning program. (Author/JM)

The article reviews the literature in the following five areas of concern for parents of cerebral palsied children: causes and effects of cerebral palsy, family dynamics, counseling, educational and vocational programs, and employment. (PHR)

The United Cerebral Palsy Open Education Project was developed to meet the individual educational goals of multiply handicapped children (ages six months to 13 years). (PHR)

A British school for students with disabilities planned and implemented its curriculum differentiation process by entering the core curriculum into a computer and coding each learning objective, thereby allowing teachers to draw out an individual program for each pupil, varied in length and time scale according to individual needs, and to evaluate…

California's approach to developing programmatic and administrative models for the implementation of Individualized Family Service Plans (IFSPs) in providing services to young handicapped children is discussed. The models focus on implementing recognized best practices as well as changing state policy and administrative structure to enhance…

Positive behavioral supports (PBS) have been receiving increased visibility and use in schools nationally. In the state of Washington, schoolwide and individualized positive behavioral supports were recommended as a model for schools by the state agencies of education and human service in 1999. Since then, four demonstration schools have been…

The purpose of this study was to explore the role of occupation in school-based occupational therapy practice. The research questions were (1) How do school-based occupational therapists describe the role of occupation during intervention? (2) Which theories of occupation do school-based occupational therapists associate with their own practice?…

This study examined the participation styles of nine parents while attending Individual Educational Program (IEP) meetings for their children. The nine parents consisted of three parents from a suburban school district, three parents from a rural school district, and three parents from an urban school district. Data collection through videotaping…

All students, including students with disabilities, participate in state accountability systems. Many students participate in the regular assessment, with or without accommodations, but some students may require participation in an alternate assessment to demonstrate their knowledge and skills. Students with more significant cognitive disabilities…

This system aims to improve the communication, collaboration, critical thinking, and creativity in schools that serve students with disabilities, especially those in urban and/or high-poverty settings. The STAR system outlines five practices that build a more adaptive and inclusive education environment while utilizing modes of communication and…

Despite national interest in promoting self-determination and active involvement in individualized education program (IEP) planning, available data suggest that many students have little involvement in these activities. Findings on the extent to which students are provided opportunities to be involved in IEP development and to receive…

The phenomenon of persistent disproportionate representation of minority students in special education is now entering its fourth decade. Disproportionality is well documented in the literature and has been the focus of attention from federal agencies, including the Office of Civil Rights and the Office of Special Education Programs. In an effort…

This paper reports the findings of a study commissioned by the Scottish Executive which examined the introduction and implementation of local area co-ordination (LAC) in Scotland. A questionnaire about their posts was completed by 44 local area co-ordinators, interviews were conducted with 35 local area co-ordinators and 14 managers and case…

The Bureau of Indian Education (BIE) funds schools located on 63 reservations in 23 states across the nation. Of the 183 schools, 59 are Bureau operated and 124 are tribally controlled. One-hundred and sixteen schools provide instructional programs, 55 provide instructional as well as boarding services and 12 peripheral dormitories provide only…