Addresses the problems resulting from the frequent co-occurrence of dyslexia and attention-deficit hyperactivity disorder. The importance of identifying comorbidity before planning and implementing educational programs is stressed and implications for diagnosis and intervention are drawn. (DB)

Identifies challenges in lifelong education of British citizens with intellectual disabilities in the coming century, including the necessity for changes in services, more individual-centered education, increased emphasis on basic skills needed for community living, more engagement with the community, and better opportunities for productive work.…

Reacting to an article describing the Individualized Support Project Program (EC 618 445) for young children with autism and their families, this article notes that the program's primary purpose is family preservation through restoring family efficacy, solving child behavior problems, and establishing child communication. The program is seen as…

Responding to an article (EC 618 445) describing an individualized program for young children with severe disabilities, including autism, and their families, this article notes features of the program such as its individualized nature, its emphasis on building capacity in families and early intervention providers, and its integrative practices…

This paper describes Project Assist, a model for developing and implementing a flexible system of social support that can be individualized for families of infants/toddlers with disabilities. The model uses group support, individual support, and follow-up support to meet a variety of family needs and promote family adaptation. (JDD)

The construct of resilience has been defined in the research in various ways and in specific and broad terms. In this qualitative study, the resilience process was specifically explored in African American single mothers of children with disabilities as they developed their capacity to rebound from adversity, adapted to having a child with a…

Can public schools learn to embrace innovation and employ cutting edge technology to solve students' most persistent learning problems? In 2010, New York City's Department of Education (NYCDOE) created the Innovation Zone (iZone) to try to accomplish just that. This report reflects the findings of a CRPE study of the iZone, its goals and…

Much of the literature related to the skimming or cropping of students by charter schools has ignored special education students. This article examines the relationship between the severity of student disabilities and their likelihood of having attended an Arizona charter school in the 2002-2003 school year. After adjusting for student traits,…

For students with significant speech and movement impairments, meaningful participation in educational planning activities is difficult. These students face barriers in communicating choices about daily activities and basic knowledge; therefore, student-initiated curriculum goals are not systematically included in IEP and transition planning…

This policy analysis addresses situations when students with disabilities are placed by a noneducational agency outside the boundaries of their district of residence. Examples of such placements include foster or group homes, correctional facilities or residential treatment programs. For a typical student with a disability residing with his or her…

Many special education professionals perceive a dilemma created by what seems to be conflicting mandates of IDEA 2004 and NCLB 2002. Teachers and IEP (Individualized Education Program) teams serving students with significant disabilities are confronted with the challenge of designing programs that assure access to the general curriculum while at…

The Camden Career Center (Arkansas) designed a guidance and counseling program that used the services of a vocational counselor to support the vocational education process. The vocational counselor administered assessment instruments, interviewed students, and assisted all students in completing career development plans. The counselor met with…

Successfully implementing the practice of inclusion by differentiating instruction is dependent upon both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and exemplary preservice teacher education programs must…

The Individuals with Disabilities Improvement Act mandates that every student with an Individualized Education Program be considered for assistive technology (AT). As a result, future special educators need to have the knowledge and skills regarding AT. In this article, the authors report findings from a national study of special education teacher…

Although schools have made great strides educating students with disabilities in mainstreamed academic classrooms, some advocates and physical educators say sports programs and physical education classes are the final frontier for full inclusion in public schools. In the past few years, advocates for such students have been demanding greater…