The author outlines nine problem areas in implementation of P.L. 94-142, the Education for All Handicapped Children Act. (SBH)

Explores the possible conflicts between counseling approaches that can individualize and personalize problems and disability as a political issue and illustrates the social construction of disability as an individualized problem within the counseling process. Considering the implications for counseling practice, argues for an approach to…

At Los Alamos National Laboratory, 17 female electronic technicians participated in an individual development plan involving mentoring, basic education, and technical training. Four have been promoted, six are pursuing associate or bachelor's degrees, and two are pursuing certification. (SK)

The individualized habilitation plans (IHP) for 11 adults with moderate to profound mental retardation living in community group homes were evaluated for correspondences with a subset of implemented objectives. A high degree of correspondence was found for two quality indicators (age appropriateness, functionality) but lower levels of…

Discussion of family involvement in functional assessment (FA) with individuals who have autism or related disabilities first provides a rationale for family involvement, then reviews the literature and offers guidelines including: recognize, respect, and accommodate families' individuality; create a context for family centered participation; take…

Research on the impact of the Project Approach on young children with disabilities or children who are at-risk is limited. Mixed methods were used to study the impact of the Project Approach on the social interactions, challenging behaviors, and language development of eight focal children in two inclusive classrooms. Child participants were two…

Poor parent participation in multidisciplinary team meetings can be a concern for parents and educators, as it might lead to less relevant and effective programs for students with disabilities. This study sought to extend the literature on parent participation in the Individual Education Program (IEP) process by investigating the relationship…

Transition services for secondary students with disabilities are defined by the Individuals with Disabilities Education Improvement Act (IDEA) as a coordinated set of activities contained in a results-oriented process to improve educational and functional outcomes. The most popular strategy used to prepare secondary students with high-incidence…

Is it appropriate to write an individualized education program (IEP) for preschool students who are identified as gifted? In this article, the author shares that she does not condone the elimination of programs for truly gifted children. Her concern has to do with identifying 3-year-old children as intellectually gifted. Is the motivation for this…

This was an exploratory study that examined the introduction and use of Edublogs as a collaborative communication tool in an undergraduate preservice special education course. Participants were enrolled in a course that addressed transition and the development of individualized transition education plans for students with disabilities. Pre- and…

The preservice and in-service predictors of 1,668 Part C early intervention and Part B(619) preschool special practitioners' perceived self-efficacy beliefs are reported. The preservice variables were type of degree (discipline), years of formal postsecondary education, licensure, and participants' judgment of how well their preservice training…

This study investigated the extent to which student performance and teacher perception of student performance affect placement in eighth-grade mathematics classes for students with disabilities. Authors used the Early Childhood Longitudinal Study--Kindergarten dataset to investigate how each of the following factors predicted placement in…

Including students with special needs in the general education classroom is being widely promoted in the public schools. This practice places a heavy burden on the general educator who is often inadequately trained to meet the needs of such a diverse classroom. Co-teaching has been one of the support strategies used to address the challenges and…

The purpose of this single community qualitative case study was to determine how the voice of the student was present in the IEP process, documentation paperwork, and curricular and diagnostic decisions, among a group of seven students, grades 9 through 12, placed in a self-contained program for students with emotional disabilities in a suburban…

The purpose of this case study was to determine teachers' rationales for assigning students with mild disabilities to alternate assessment based on alternate achievement standards (AA-AAS). In interviews, special educators stated that their primary considerations in making the assignments were low academic performance, student use of extended…