Designed for special education teacher aides, the workbook is the basic text for a five module, competency based, inservice training program. The first module focuses on the role of the teacher and the teacher aide as a team in serving handicapped children. The second module stresses the characteristics of normal child development and the…

The manual sets forth regulatory and procedural guidelines for serving exceptional students in Department of Defense Dependents Schools (DoDDS). The following topics are among those addressed: referral procedures; case study committee; assessment, evaluation, and placement procedures; descriptions of programs for exceptional children and youth…

This report contains a narrative and two evaluations of a week-long institute on media services for handicapped students which was held at Northern Illinois University. Purposes of the institute were to: (1) extend the abilities of school library media professionals to provide media services to handicapped children; (2) supply information on…

Intended for boards of education, teachers, and concerned citizens, the manual suggests means of evaluating state laws and public school services for mentally retarded students. Guidelines provide information on right to education legislation and litigation, suggestions for citizen monitoring of school services, and a list of resources. Presented…

Visually-impaired gifted students are at risk for not being identified as gifted. Relevant identification, placement, and curriculum problems are reviewed and excerpts from interviews with two visually-impaired gifted students illustrate their unique needs (e.g., the effects of multiple labels, counseling needs, and the need to feel equal to…

Eleven special education resource teachers from seven North Carolina education agencies outlined their responsibilities in the student referral-to-placement process. Among shared responsibilities were making the initial contact with the referring teacher positive and productive, developing the individualized education program (IEP), and…

The purpose of this book is to provide guidelines to develop appropriate Individualized Education Programs (IEPs) for children with disabilities based on the Individuals with Disabilities Education Act amendments of 2004 (IDEA-2004) or Public Law 108-446. These guidelines are intended to result in IEPs that are streamlined, focused, and reasonably…

This book is just what many educators have been looking for: A product that provides teachers with practical and sensible solutions for students' problems with inattention, hyperactivity, and impulsivity; A resource for teachers, behavior specialists, psychologists, counselors, and administrators who must document interventions; A tool for IEP…

This handbook is designed to help teachers create a transition portfolio that will accompany the student with mild to severe disabilities to new classrooms and schools, and convey special needs, accommodations, and other vital information to a new team of teachers. It offers practical details on gathering critical information and tips on what to…

Elementary Options (EO) is a behavior support program in rural southeast Idaho for students in grades K-5 with emotional or behavioral difficulties. Instead of imposing curriculum or classroom strategies, EO works in conjunction with the Department of Health and Welfare to offer a systematic approach to managing problem behaviors with existing…

Students are more diverse than ever before in cultural background, learning style and interests, social and economic classes, and abilities and disabilities. This diversity replaces the old statistically derived, bell-shaped curve that uncompromisingly identifies some students as "inside" and other as "outside." With this shift in norm definition,…

This study examined: (1) the current level and quality of participation by students with disabilities in the Individualized Education Program (IEP)/transition planning process and annual meetings; (2) the extent to which teachers expect and enable special education students to participate in that process; and (3) factors that may foster or…

The "No Child Left Behind" Act (2002) requires that all students have access to the general curriculum at their designated grade level. Federal guidance received from the US Department of Education noted that these extended standards are intended only for students with the most significant cognitive disabilities. A key goal is to assure…

Many social processes are needed before a child is ready to speak, but many educational and therapeutic approaches to preverbal children do not address the social skills that are prerequisite to effective communication. This curriculum manual contains activities for educating parents and professional to help children develop the social skills…