This survey investigated caseloads and time associated with assessing, planning, developing, and updating Individualized Education Programs and providing direct and indirect instructional services, for 100 special education resource room teachers and 80 speech pathologists. Special education teachers saw more students during an instructional…

Congressional intent and regulations, and court decisions interpreting the Education for All Handicapped Children Act, recognize the preference for mainstreaming handicapped children. Cases discussed indicate that mainstreaming is secondary to the goal of the Act to provide an appropriate education that meets the unique needs of each handicapped…

A survey of 100 Wisconsin secondary schools found that students with disabilities did not use a full range of vocational programs, that only 37 percent of students had participated in vocational assessment activities, and that half had vocational goals included in their Individualized Education Programs. Results are discussed in terms of access…

This article describes how to identify sources of children's learning opportunities, how families and practitioners can work together to choose natural learning environments as a source of learning opportunities, how to use children's interests for involving them in everyday learning opportunities, and how an intervention plan can increase…

The experiences of three students (elementary, middle school, and high-school students) with significant disabilities who had been members of an urban general education classrooms for at least 3 years are described. Students were provided with accommodations and modifications, however, there was a lack of connection between Individualized…

This article describes the activities of a national group of assistive technology professionals known as the Quality Indicators for Assistive Technology Services (QIAT) Consortium. The work of the Consortium is discussed and the current set of indicators is included. Processes used in the development of the indicators are described. (Contains…

A study involving 114 educators of students with profound and multiple learning difficulties, interviews with 20 head teachers, and observation in four British schools, found student assessment was largely informal, Individualized Education Programs were often lacking in detail, and about one-third of teachers had no special education…

This article examines the contextual, conceptual, and empirical foundations of functional behavioral assessment (FBA) in general educational settings. The need for schools to design effective responses to increases in individual problem behavior and the need to be compliant with the Individuals with Disabilities Education Act are discussed.…

This case study investigated parental perceptions of students with autism towards the IEP meeting from one family support group chapter in the north Texas area. Participants were asked to share their experiences of previous IEP meetings and to provide input regarding not only measures that school districts may take towards improving IEP meetings,…

Family-professional partnerships have been recognized through research and supported through legislation as critical components contributing to the positive development of children with disabilities, yet current practices and services need significant improvement. In practice, families and service providers often experience difficulty in…

Special education teachers and individualized education program (IEP) team members throughout the country are struggling to make appropriate decisions regarding assistive technology (AT) for students with high incidence disabilities. Although numerous authors and organizations have developed tools to assist IEP teams when considering AT, the task…

Successful inclusion of very young children with disabilities in natural environments requires professionals to have specialized skills including: collaboration with the child's parents and caregivers and other professionals, ecologically valid assessment of the child within the context of his or her natural environment, and the design of an…

Assistive Technology (AT) devices and services have been legally mandated for several years. However, the passage of the Individuals with Disabilities Act Amendments P.L. 105-17 (IDEA1997), which states that every student with an Individualized Education Program (IEP) must be considered for AT, had enormous implications impacting approximately six…

Designed for use by parents and professionals, this guide provides assistance in finding appropriate financial resources and services for children with special needs in Iowa. Divided into six chapters, the guide presents programs related to education, health, human services, insurance, social security, and other support services. After a brief…

This brief informational flyer presents practical information on the transition from school to work for students who are deaf-blind or have other severe disabilities. After defining transition, the flyer offers guidelines on: the age at which transition services should be started, areas that should be considered in a coordinated transition plan,…