This manuscript describes a process for addressing cultural differences that is effective when applied specifically to collaborating with families in planning an intervention or an Individualized Education Program (IEP). The process, known as biculturalization, is designed to create culturally appropriate interventions by identifying and…

The Special Education Needs Code of Practice (2001) states that both parents and children should be actively involved in the decisions that surround the child's special educational need. In particular, it acknowledges the "unique knowledge" that children have of their own needs and advocates that they should take part in the setting and evaluating…

This article reports that for students with disabilities, planning for life after high school is regulated by the Individuals with Disabilities Education Act (IDEA), just like other aspects of special education. But despite tweaks to the federal law over its 34-year history--including a relatively recent change that requires schools to give…

This study investigated the past special education programs and services provided to children and youth who later became incarcerated. Participants in this study were inmates from a medium security state correctional facility in the southwest region of the United States. All inmates involved in this study were identified as having a disability and…

If one is responsible for developing Individualized Education Programs (IEPs), coordinating these meetings will help him or her guide the initial placement or changes to a student's program. If one is a regular educator working with the student, these meetings will enrich his or her understanding of the child and the plan for his or her growth.…

The transition to adulthood can be difficult for anyone, but doubly or triply so for an individual with special needs. In addition to the emotional and developmental challenges it brings, it means huge transitions in terms of benefits programs, education, day-to-day structure, medical coverage and residential choices. In this article, the authors…

Through a series of individual ethnographic interviews and focus groups, I explored the expectations and anticipations of middle and high school special education teachers as they carry out their professional charge of educating their students with intellectual disability for lives in the least restrictive environment, including possible adult…

In an era of standards and norms where assessment tends to minimize or dismiss individual differences and results in punitive outcomes or no action at all, Assessment of Young Children provides teachers with an approach to assessment that is in the best interest of both children and their families. Author Lisa B. Fiore explores a variety of ways…

Black students, in general, are underserved academically (Darling-Hammond, 2000; Townsend, 2002) and overrepresented in special education (Donovan & Cross, 2002). Black students with disabilities are further overrepresented in more restrictive educational environments (Skiba, Poloni-Staudinger, Gallini, Simmons & Feggins-Azziz, 2006).…

The U.S. Department of Education's Office of Special Education Programs (OSEP) recognizes the current challenges faced by states and schools relative to the provision of high-quality intervener services for children who are deaf-blind. To respond to these challenges, OSEP asked the National Consortium on Deaf-Blindness (NCDB) to conduct an…

This is a descriptive study that examines the form and function of preschool special education teams in New York City. The results are based upon the perceptions of teams as reported by parents and guardians of preschoolers with disabilities in NYC. These perceptions were collected through surveys and interviews. In addition, documents about…

Students with emotional and behavioral disabilities (EBD) have had difficulties in achieving educational, vocational, and community outcomes that would lead to personal success and satisfaction. Some of these outcomes relate to how special education transition programs integrate effective approaches to support success with these students. In this…

Introduction: Children with CHARGE syndrome often experience significantly delayed motor development, which affects their performance in many motor skills and physical activities. The purpose of this study was to determine the status of physical education provided to children with CHARGE syndrome. There were five main areas of focus: (1) physical…

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…