As school communities become more diverse, making decisions regarding discipline will continue to be difficult. However, providing appropriate discipline for special education students is essential in order to maintain an effective learning climate. This article walks readers through a hypothetical situation in which a principal must make a…

This final report describes activities and achievements of the EASE (Equal Access for Students to Education and Experience) Project, a 3-year model demonstration project on transition of students with disabilities at seven community colleges in the Arrowhead region of Minnesota. The program served 550-600 students and focused on providing support…

This publication is intended to help parents in Kansas communities plan for the transition of young children with special needs from the Infant-Toddler Services program to Early Childhood Special Education Services and/or other community services. Information is provided on the seven-step process: (1) planning ahead; (2) the transition meeting;…

The Individual Education Plan (IEP) has been adopted in New Zealand both as a method of planning instruction and as a method of obtaining additional, discretionary resources for students with special needs. This study investigated the IEP process for meeting the needs of students with disabilities in New Zealand schools. A random sample of 36…

This manual of recommended policies and procedures was developed to assist Ohio school districts in meeting the spirit and intent of the Individuals with Disabilities Education Act and related federal and state regulations. Section 1 presents information on requirements concerning provision of a free appropriate public education for children with…

This booklet is intended to facilitate the full participation of Minnesota parents of children with disabilities in the Individualized Education Program (IEP) process. The booklet begins with a brief discussion of what an IEP is and why it is needed. The guide then presents a copy of Minnesota's IEP form, with the form sections on the left hand…

This monograph presents an analysis of issues related to provision of extended school year (ESY) programs and services for students with disabilities. It discusses major court decisions that have established the case law that governs this area of special education. It also considers issues of eligibility, notice and timing requirements, and the…

This publication guides Spanish-speaking parents in Kansas communities as they plan for the transition of young children with special needs from the Infant-Toddler Services program to Early Childhood Special Education Services and/or other community services. Information is provided on the seven-step process: (1) planning ahead; (2) the transition…

Since deaf students who are members of more than one cultural group (e.g., Deaf and Black, Deaf and Asian, Deaf and Native American, Deaf and Hispanic) seldom encounter teachers who are deaf, let alone deaf and representative of their ethnic/racial group, this paper offers a framework to help teachers attend to the variations in beliefs,…

This paper describes an inclusion program at the Kayenta Unified School District (KUSD), located on the Navajo Reservation in northeastern Arizona. KUSD is a rural school district with approximately 2,800 students enrolled in 4 schools (primary, intermediate, middle, and high schools). Virtually all students are Navajo, with 88 percent of students…

This book is intended to provide specific instructional help for educators planning remediation of deficits identified by the Wechsler Intelligence Scale for Children III (WISC-III) and for educators writing individual educational plans. An introduction notes differences between the WISC-R and the WISC-III. The guide is arranged in four subtest…

This manual presents guidelines to assist Vermont schools in the systems change involved in implementing full inclusion for students with disabilities in general education classrooms and community settings. The first chapter addresses general issues concerned with full inclusion, including Vermont's vision for education, the role of collaborative…

In the education of individuals with autism, it is crucial that programming focuses on developing a repertoire of lifetime skills. Information on an individual's strengths to use in educational planning can be gathered from standardized instruments, from observation in natural settings, and from interviews. It should be kept in mind that the…

The comprehensiveness and effectiveness of school-to-work transition activities are limited by staff and time. The unique and complicated counseling needs of students with disabilities require the involvement of other actors, primarily parents. Youth with disabilities and their parents must be knowledgeable about vocational opportunities and…

This document presents the State of Michigan's administrative rules for special education including 1996 and 1997 revisions. The specific regulations are organized into 9 sections: (1) general provisions (definitions and determination standards); (2) evaluation, eligibility, student assignment, and due process procedures (e.g., individualized…