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Direct linkBakken, Jeffrey P.; O'Brian, Mary; Shelden, Debra L. – Educational Considerations, 2006
It is imperative for special education administrators, and all administrators, to adapt to the changing demographic and educational environments. The field of special education has changed dramatically in the last three decades, and administrators can and should be leaders of the continued evolution of special education. One useful organizing…
Descriptors: Special Education, Administrators, Administrator Role, Change
Download full textSilverman, Fern L.; Millspaugh, Rebecca – TEACHING Exceptional Children Plus, 2006
Delivery of related services in elementary schools varies between pull-out, push-in, and consultative models of service delivery. One method that proved successful at an elementary school in suburban Philadelphia was room sharing between the occupational therapist and the learning support teacher. The occupational therapy services were…
Descriptors: Proximity, Occupational Therapy, Academic Achievement, Teacher Collaboration
Chiba, Constance; Low, Richard – Journal of Postsecondary Education and Disability, 2007
The purpose of the current study was to evaluate student perceptions of the impact of a course developed to assist students with learning disorders, both learning disabilities and attention-deficit/hyperactivity disorder (AD/HD), transition and adjust to a university environment. Students' perceptions of the impact of the course over time were…
Descriptors: Student Attitudes, Learning Disabilities, Questionnaires, Transitional Programs
Steppling, Mary; Quattelbaum, Patricia; Brady, Debbie E. – Communication Disorders Quarterly, 2007
Guidelines for dismissal of a student who has been receiving educational interventions are available from both the American Speech-Language-Hearing Association (ASHA) Ad Hoc Committee on Admission/Discharge Criteria and from the Individuals with Disabilities Education Act (IDEA). Yet as speech-language pathologists (SLPs) in the schools enroll…
Descriptors: Allied Health Personnel, Speech Language Pathology, Guidelines, Decision Making
Muller, Eve – Project Forum, 2006
The purpose of this document is to identify the major issues related to Bureau of Indian Affairs (BIA) and state education agency (SEA) general supervision roles and responsibilities in implementing IDEA by building on the work of the MPRRC through an analysis of information obtained from interviewing representatives of both the BIA and five SEAs.…
Descriptors: American Indians, Disabilities, Interviews, State Departments of Education
Stahmer, Aubyn C.; Ingersoll, Brooke – Journal of Positive Behavior Interventions, 2004
The passage of the Individuals with Disabilities Education Act of 1990 mandated the provision of interventions for young children with autism spectrum disorders (ASD) under the age of 3 years. Although Strain, McGee, and Kohler (2001) suggested that children with autism benefit from inclusive programming, inclusive early intervention programs are…
Descriptors: Early Intervention, Augmentative and Alternative Communication, Autism, Young Children
Gupta, Sarika Sarpatwari – ProQuest LLC, 2010
The Part B-619 and Part C Programs under the "Individuals with Disabilities Education Act" (IDEA) provide preschool special education and early intervention services, respectively, to children with disabilities birth through age 5. Recent requirements in IDEA require states to monitor the implementation of these programs through a series…
Descriptors: Early Intervention, Disabilities, Federal Legislation, State Action
Nussbaum, Sherri S. – ProQuest LLC, 2010
"Individuals with Disabilities Education Act" ("IDEA") and "No Child Left Behind" ("NCLB") now mandate that all at-risk students receive empirical, scientific research-based interventions. "Brain Gym" is a movement-based program designed to address a diverse range of students' academic and behavior…
Descriptors: General Education, Elementary School Students, Federal Legislation, Program Effectiveness
Missouri Department of Elementary and Secondary Education, 2008
Children with disabilities have a right to a free appropriate public education (FAPE). Children differ in mental abilities, sensory development, physical traits, emotional or social behaviors, or communication skills. Some may require modification to their school program or special education and related services in order to benefit from their…
Descriptors: Parent Materials, Parents, Related Services (Special Education), Student Needs
Peer reviewedDarrow, Alice-Ann; Armstrong, Tammy – Update: Applications of Research in Music Education, 1999
Provides information on the Individuals with Disabilities Education Act 1990 (IDEA), the inclusion of autism in the law, and autism in general. Summarizes research on music and children with autism, addressing music as a means to improving communication skills and as a motivator. Considers the implications for music educators. (CMK)
Descriptors: Autism, Children, Communication Skills, Educational Benefits
Alexander, Katie C.; Clemens, Erin M.; Gilbert, Marilyn; McBreen, Joseph – Organization for Autism Research, 2010
Autism presents parents and families with many challenges under normal circumstances. Autism in a military family magnifies many of those challenges and adds a few more that are unique to the demands of military life and service, further complicating an already complex neurobiological disorder. Military sources indicate that more than 13,000…
Descriptors: Access to Information, Autism, Military Personnel, Guides
Jordan, Dixie – 1995
This guide to help parents work in collaboration with the school team to enhance the education of their children with emotional or behavioral disorders considers special education and related services, special education evaluation, the individualized education program (IEP), school rules and policies, day treatment, residential placement,…
Descriptors: Academic Accommodations (Disabilities), Accessibility (for Disabled), Behavior Disorders, Classroom Techniques
Peer reviewedRose, Deborah F.; Smith, Barbara J. – Young Children, 1993
A survey of special education personnel, child care providers, and parents found that barriers to the mainstreaming of preschoolers with disabilities were attitudes concerning (1) "turf" issues for special educators; (2) teacher preparedness; (3) awareness issues; (4) issues of communication and collaboration; and (5) the possibility…
Descriptors: Administrator Attitudes, Educational Strategies, Mainstreaming, National Surveys
Paul, Diane R.; Blosser, Jean; Jakubowitz, Melissa D. – Topics in Language Disorders, 2006
With the enactment of the No Child Left Behind Act of 2001 and the reauthorization of the Individuals with Disabilities Education Improvement Act 2004, our nation has an explicit mandate to put reading first. Recognizing the fundamental connection between language and literacy, teachers and speech-language pathologists have become more…
Descriptors: Federal Legislation, Educational Philosophy, Disabilities, Speech Language Pathology
Jordan, Dixie; Goldberg, Paula – 2000
This guide to help parents work in collaboration with the school team to enhance the education of their children with emotional or behavioral disorders considers special education and related services, special education evaluation, the Individualized Education Program (IEP), school rules and policies, day treatment, residential placement,…
Descriptors: Academic Accommodations (Disabilities), Access to Education, Accessibility (for Disabled), Behavior Disorders
