Background: Active Support (AS) is an approach for promoting increased engagement in activities by people with intellectual disability (ID). Method: We critically reviewed the available research on AS, and added a commentary to help guide future research and practice. Results: Despite weaknesses in the research design of some studies, there is…

This special education reopening guidance has been developed as a companion resource to "Reopening Washington Schools 2020: District Planning Guide" (ED606044) to provide information and resources for supporting students with disabilities throughout the school reopening process. The intent of this document is to offer guidance for all…

Recent estimates suggest that of U.S. public high school freshmen in the fall of 2005 24.5 percent did not graduate on time in 2008/09 (Stillwell, Sable, and Plotts 2011). As states and school districts attempt to boost graduation rates, they face the challenge of identifying which students are at risk of not graduating on time. Early warning…

Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However,…

The emergence of the standards-based reform movement has raised a number of issues related to the design of educational programs for students with severe disabilities, and a debate has arisen that presents an "either/or" choice between the general education curriculum and an ecological curricular framework that has traditionally guided…

Individualized education programs (IEPs) are a fundamental mechanism for making special education services unique for the child and for enhancing the developmental outcomes of children with disabilities. If written IEP goals diverge, however, from recommended practices, they might result in ineffective interventions. This study investigated the…

Specifically explains procedures and techniques necessary to be in compliance with the Individualized Educational Program of the Handicapped Children's Act. Also describes principal's role in mainstreaming handicapped students. (LD)

Transition planning with students with learning disabilities (LD) from culturally and linguistically diverse backgrounds presents unique challenges to the implementation of recommended practices and mandates such as individualization, incorporation of student preferences; encouragement of self-determination; collaboration with parents and…

This project explored a newly developed computer-based voice input, speech output (VISO) calculator. Three high school students with visual impairments educated at a state school for the blind and visually impaired participated in the study. The time they took to complete assessments and the average number of attempts per problem were recorded…

The reporting policies across Australia are critiqued. In the Australian Capital Territory, the reporting is carried out against the goals and priorities identified in the Individual Learning Plan. Reporting in the Northern Territory is facilitated by providing a reference for communicating the level of student achievement through a standardised…

It is essential that children who are deaf-blind have learning experiences that improve their quality of life. Unfortunately, even when educational teams work together to create individualized education programs, these students do not always have full and equal opportunities to learn. This issue of "Practice Perspectives" describes the basics of…

Physical education teachers and the profession are very often marginalized and minimized by administrators, parents, and students. Adapted physical education is no exception. There are several reasons for the lack of value given to teaching students with special needs in physical education, including issues with placement, stigmatization of…

The goal of our study was to examine if school-wide positive behavior support implementation was associated with reductions in the discipline gap. We provided outcomes from descriptive and preliminary statistical analyses of three years of office discipline referral data from elementary schools engaged in school-wide positive behavior support…

This study investigated the Individual Learning Plans of eighty-eight students who were deaf and hard of hearing attending facilities and schools for the deaf in Victoria Australia. The students' assessment and planning portfolios were scrutinised for evidence of formal and informal assessment used to generate goals for the Individual Learning…

This report summarizes the findings and recommendations of Individualized Learning Plan (ILP) research and technical assistance activities that were completed between 2007 and 2013. The purpose of these activities was to investigate whether ILPs should be considered a promising practice for youth with and without disabilities and to identify…