ERIC Number: ED266571
Record Type: RIE
Publication Date: 1985-Jun
Reference Count: 0
Special Education: Procedural Guide.
Dependents Schools (DOD), Washington, DC.
The guide is intended to provide information to administrators and regional and local case study committees on special education procedures within Department of Defense Dependents Schools (DoDDS). The manual addresses a step-by step approach from referral to the implementation of individualized education programs (IEP). The following topics are covered: (1) case study committees (roles and responsibilities); child find (in-school activities); prereferral procedures (screening); processing the referral (role of case managers); assessment (procedural requirements); eligibility (determination); developing the IEP (parental participation, vocational education); reviewing the IEP (graduation, transfer procedures); special education service delivery (least restrictive environment, placement procedures); related services (transportation for diagnositic and evaluation purposes); other program options (preschool programs, hospital and homebound services); procedural safeguards (due process, generalized complaints); disciplinary procedures (emergency suspension); monitoring special education; special education service providers (paraprofessional functions); physical education for handicapped students; serving handicapped students in career and vocational education programs; regional guidelines; and special education census. Appendices include an index of student needs, and a variety of sample forms, including teacher evaluation forms, prereferral report form, and the assessment plan form. (CL)
Descriptors: Delivery Systems, Dependents Schools, Disabilities, Due Process, Elementary Secondary Education, Eligibility, Handicap Identification, Individualized Education Programs, Physical Education, Preschool Education, Program Development, Program Evaluation, Referral, Special Education, Student Evaluation, Vocational Education
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Authoring Institution: Dependents Schools (DOD), Washington, DC.