The authors of this study discuss past research, litigation, and legislation pertaining to the topic of parental involvement in special education. In particular, the study examined parental perceptions of their roles as communicators and decision makers in the special education process in terms of ethnicity and child's educational level. Very few…

When a new principal was hired at Gallup Junior High School in northwest New Mexico, he saw redesigning the administrative team as an important opportunity to develop leadership skills in his assistants and groom them for eventual advancement. His changes also provide cross training, so no single individual controls an essential function of the…

More than five million IEP conferences are conducted each year. Despite the number of meetings, many IEPs are not educationally useful or legally correct. A common concern for principals and special education directors hiring new special education teachers is their lack of information concerning IEP development and experience establishing parent…

With the passage of the No Child Left Behind Act of 2001 (NCLB), redefined expectations and accountability appeared concerning education of students in the nation's schools. The focus of this article is to examine the ramifications of NCLB for students with special needs. In addition, given NCLB, the idea of inclusion--the practice of placing…

Schools of tomorrow will be completely different physically and operationally. The author of this article states that we cannot tolerate the current high failure rates in terms of graduation and possession of the competencies needed to function successfully as citizens in a democracy, productively as workers and heuristically as learners. He lists…

Parents of students with disabilities face a number of difficult choices in determining how to get the best education for their children. Too often, the special education system in public schools fails its students. Parents must become both experts and advocates for their children in order to navigate a burdensome maze of regulations to fight for…

The 2007/2008 Parents of Children with Severe Special Needs Survey is conducted to obtain opinions from parents of children with severe special needs to assess their satisfaction with key areas of the education system. A random sample of 816 parents of children with severe special needs completed the survey. Severe special needs descriptions…

This "Packet of Information for Families" (PIF) was developed for parents whose children are identified as both gifted/ talented and on the autism spectrum, or twice-exceptional. Parents of twice-exceptional children often search for appropriate and challenging enrichment programs for their child, but the dearth of information available…

The term three-tier model of intervention is a model consisting of three well-defined and separate processes running on different levels within a system. In New Mexico, this principle has been applied to develop a model of student intervention for school-aged students. The model has three distinct levels of instructional interventions that account…

PEPNet's "Perspectives" is the collaborative newsletter of the four PEPNet regional centers. This newsletter combines each centers' individual strengths into a single resource that can be used on a national level. The issue focuses on the following topics: (1) IDEA and transition to life beyond high school (Sharaine J. Rawlinson); (2)…

The chart presented in this paper offers an overview of the special education process. It is not designed to show all steps or the specific details. It shows what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an individualized education program (IEP). The process…

The primary purpose of this study was to identify student characteristics that reliably predict responsiveness and nonresponsiveness to generally effective early literacy interventions. Participants were 104 children, including 7 with special needs and Individualized Education Programs (IEPs), who were tested in kindergarten and first grade.…

The Individuals with Disabilities Education Act mandates that free, appropriate, public education (FAPE) be provided to children with educationally-defined disabilities. The Individualized Education Program (IEP) requirement (i.e., team meeting and document) is the method for providing FAPE to children. Previous research has failed to consider…

School-wide positive behavior support (SWPBS) is a systematic and effective approach for broadly improving student behavior across school environments. SWPBS includes data-based strategies for supporting all students along a continuum of need and intensity based on a three-tiered model of prevention. Students with the most significant behavioral…

Positive behavior support (PBS) has evolved over the past 15 years from an individualized approach to behavior management to one with an increased focus on universal applications. Although there are clear areas of convergence between individualized and universal supports, it is also clear that the provision of individualized supports is an…