The purpose of this document is to provide guidance for parents, educators, and administrators regarding the determination and implementation of extended school year (ESY) services for eligible students with disabilities. Parents of children with disabilities should be provided information regarding ESY to better enable them to be involved in the…

The article describes and compares four models of parental involvement that reflect aspects of current professional practices in planning individualized programs for disabled children: (1) uninformed consent, (2) uninformed participation, (3) informed consent, and (4) informed participation. Positive effects of and ways to achieve informed…

During the Spring of 1980, a survey was conducted to determine the extent to which a sample of 153 handicapped migrant children were identified as being handicapped--and had individualized education programs (IEPs) prepared for them--by schools in which they were enrolled from January 1978 through June 1979. (Author)

A paraeducator model uses community volunteers, including parents, to implement individualized educational programs for gifted and talented students. (CL)

The paper focuses on the evaluation of individualized education programs (IEPs) for handicapped children. IEP evaluation is discussed in terms of general considerations for evaluation and evaluation of the overall IEP effort. (Author/SB)

The minimal components of a model which utilizes a computer for summarizing individual performance records for teaching educational skills to the mentally retarded are described. The most important components are assessment, individual and group programing, continuous data collection, and program evaluation. (Author)

The MAD (Making Appropriate Decisions) model for providing educational services to gifted children in the regular classroom is described. The model provides for a planning process which takes into account a definition of giftedness, consideration of common needs, and specific considerations for individual students. (DB)

Four crucial areas in the success of mainstreaming are good communication, administrative support, adequate time, and inservice training. (Author)

Describes methods for planning vocational assignments that will meet the special needs of all students. Presents a systematic way to teach students to check their own work before turning it in. (SK)

The special safeguards and standards under the Individuals with Disabilities Education Act (IDEA) for disciplinary "removals," or suspensions and expulsions, are complicated and controversial. The manifestation-determination (M-D) requirement plays a central role in this special framework (Zirkel, 2003). The 2004 Amendments of the IDEA…

Over thousands of years the brain has evolved. Our ability to change its structure is quite limited. What we can do is change the way we work with the brain and appeal to it. These notions are the building blocks for this paper. Three strands of intellectual work (neuroscience to include social intelligence, pedagogy, and environment/culture) are…

This report has been prepared as an introduction to standards-based individualized education programs (IEPs). It has been prepared especially for those who work in and are responsible for charter schools. It is an addition to the resources available on the Primers on Special Education in Charter Schools website that is designed specifically to…

U.S. education policy acknowledges the troubling differential rates of special education identification and placement for students who are culturally and linguistically diverse by requiring states to review annually student identification data from all local education agencies to identify and address disproportionate representation. Yet, little is…

Special education professionals can play a critical role in enhancing the quality of life not only for a child with a disability but also for that child's entire family. To realize this beneficial impact on the child's family, professionals must operate with these assumptions: (1) Special education professionals must acknowledge that they have a…

Since 1996, the Los Angeles Unified School District (LAUSD), located in Southern California, has been under a federal court consent decree requiring compliance with laws pertaining to the delivery of special education services and the elimination of architectural barriers in schools. In 2003, the consent decree was modified, creating…