The Family-Centered Preschool Model is a family support model for center-based preschool programs. The model utilizes family consultants-parents of children with disabilities-to augment the support provided by classroom professionals. Family consultants coordinate and facilitate formal and informal family supports, maintain a close liaison with…

Adam Coolidge lives with his parents in the Riverdale Local School District, which is in rural northwestern Ohio. In spring 1996, prior to enrolling Adam in kindergarten, his parents met with district representatives to discuss moving him from an early intervention program under the Individuals with Disabilities Education Act (IDEA). His…

The Individualized Education Program (IEP) is an essential component in providing a free, appropriate public education (FAPE) to individuals with disabilities. The 2004 amendments of the Individuals with Disabilities Education Act (IDEA) have attempted to reduce the paperwork requirements of the IEP, while simultaneously ensuring that the goal of…

School nurses are increasingly becoming an important part of public schools. Special educators and administrators should expect that the health services department will be involved in the special education process during identification, evaluation, and Individualized Education Program planning and implementation, especially for students who are…

In this article, 3 concerns voiced by legal analysts and advocates for students with disabilities regarding charter schools are reviewed, the extent of special education services in charter schools in Texas is reported, and the validity of those concerns is examined. Data submitted to the Texas Public Education Information Management System were…

In 2000, the 11th Circuit Court provided the largest single award in special education history to date, approximately $2.5 million, to two teenage students who were deaf. The students were judged to have been denied a free, appropriate public education (FAPE), having spent their academic careers in generic special education classes for students…

This study examined the quality of transition components of the IEPs of 28 high school graduates with disabilities, their projected postsecondary outcomes and levels of satisfaction with these outcomes, and the correspondence between projected and actual outcomes. Results indicated that, although the quality of the transition components was not…

The question of where special education students should be educated is not new. In this article, the author reviews research studies and research reviews that address this question. She argues that research evidence on the relative efficacy of one special education placement over another is scarce, methodologically flawed, and inconclusive. She…

Public schools must make available special education and related services to all IDEA-eligible (Individuals with Disabilities Education Act) students with disabilities beginning at age three and through age 18. Services to students, ages 19, 20, and 21, are permissive. That means the decision to serve 19, 20 and 21-year-old students is determined…

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 1--Graduation--from the FFY 2008 Annual Performance Reports (APRs) and amended State Performance Plans (SPPs), which were submitted by States to the Office of Special Education…

This document provides guidance for establishing a tiered instructional approach to support the achievement of all students in Maryland public school, particularly those not demonstrating mastery of grade level content. The framework includes student screening, identification of specific learning needs, provision of appropriate instruction aligned…

"Data collected from eligibility assessments need to be useful and connected across all areas of service delivery." The content and flow of information have enormous implications for practice. Professionals are challenged because they lack functional information needed to create useful goals and objectives, implement effective…

This report describes research on the portfolio process that the Oceanside (California) Unified School District uses to identify and plan instruction for students in the Gifted and Talented Education (GATE) program. The report is based on interviews conducted with educators in two elementary schools that participated in the GATE curriculum,…

This issue of the "Quarterly Resource" focuses on Head Start's role in complying with federal regulation concerning Individualized Education Programs (IEPs) for young children with disabilities. The report spells out the responsibilities of the local education agency and of the Head Start program. It discusses membership on the…

This handbook provides a guide for teachers on including children with special needs in the regular classroom. Different aspects of inclusion and its process are elaborated by way of 26 tips which concern: (1) acceptance; (2) belonging; (3) cooperation; (4) diversity; (5) the process of inclusion; (6) friendship; (7) students' gifts and talents;…