The study of Individualized Education Programs developed for 203 limited English proficient Hispanic elementary students found that a student's bilingualism and level of English proficiency exerted little influence on selection of instructional goals. Native language or English-as-a-Second-Language instruction was infrequently incorporated into…

Describes transdisciplinary (TD) team model as holistic approach for identifying and educating young migrant students with special needs. Describes differences between TD and multidisciplinary team models. Describes half-day TD assessment of child. Assesses TD approach regarding student needs, staff training, ongoing staff development, and child…

Describes results of including students with and without disabilities in the same classroom. Highlights a decrease in fear of human differences, an increase in self-esteem, growth in commitment to personal moral and ethical principles, and an increase in responsiveness toward others needs among students. Suggests ways to create an inclusive…

Examples are given of how teachers of students with hearing impairments can incorporate standards developed by the National Council of Teachers of Mathematics into the mathematics curriculum. Possible adaptations for teaching measurement skills to students with hearing impairments in grades K-4 and patterns and functions in grades 5-8 are…

Mainstreaming deaf children may not adequately meet their educational, cultural, or social needs. Those advocating full inclusion have mistakenly pursued equal treatment rather than equal opportunity. The answer lies in approaching the problem from a cultural-pluralism perspective. (133 references) (MLF)

A survey of Wisconsin teachers of 230 students with emotional/behavioral disorders found that classroom observations, student interviews, and behavior rating scales were most helpful in instructional planning. Teachers generally found student evaluation data helpful in planning Individualized Education Programs. Teachers chose evaluation…

Guidelines are proposed for development of early intervention educational goals and objectives that reflect daily functioning skills. Guidelines are presented as questions to pose when developing individualized education programs (IEPs) and individualized family service plans IFSPs). They cover functionality, generality, instructional context,…

This article presents a comprehensive model for assessment of secondary students with disabilities. The model is intended to comply with the Individuals with Disabilities Education Act, which requires identifying transition needs of students in their individualized education programs. The model assists in structuring an outcome-oriented transition…

This article discusses studies supporting the use of computer-managed Individualized Education Programs (IEPs) and potential deterrents using such software, and summarizes software evaluation criteria. A checklist/rating scale is presented and applied to two software programs: the "Talley Goals and Objectives Writer" and "IEPs…

A New Hampshire school district denied a special education program to a severely handicapped and profoundly retarded child. The Court of Appeals ruled in favor of the child. Reviews the legal history of "Timothy W. et al. v. Rochester et al." Advises school districts of actions to take to avoid such cases. (30 references) (MLF)

A study involving 46 parents of youth with disabilities in public and private schools found that they believed the Individualized Education Programs were not individualized, were disappointed in special education, were tired of parenting special-education students, and had minimal parent expectations. Recommendations for parents are provided.…

Adopting full inclusion as the implementation strategy for educating children under the Individuals with Disabilities Education Act (IDEA) will eliminate the discretion granted parents and guardians under the act. Discusses the intent of IDEA, its legal interpretations, and implications for school social workers. (Author/MKA)

This study compared Individualized Education Programs (IEPs) for 108 elementary grade students with mild disabilities in either resource or inclusive settings. IEPs for resource students had more service minutes, more long-range goals, used more information sources, indicated better correspondence between IEP components and student ability level,…

This article describes the quest of an elementary special educator to create an effective reading program that would motivate students, as well as one that would address the students' Individualized Education Programs. Allowing the students to help select books and integrating writing activities had a positive effect on the students. (Contains…

A study of eight students with moderate to severe disabilities investigated the nature of their involvement in transition planning during their final year of high school. Teachers and parents made little investment in preparing students for their transition planning meetings, and none were active participants with designated roles. (Contains…