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| IDEA Publications |
Selected Reviewed IDEA '97 Materials
The National Information Center for Children and Youth with Disabilities (NICHCY) is providing a list of published materials that have been reviewed by the U.S. Department of Education, Office of Special Education Programs (OSEP) for consistency with the IDEA Amendments of 1997 (Public Law 105-17) and the final implementing regulations, published March 12, 1999. As additional publications are reviewed and approved by OSEP, they will be added to the online version of this list. For updates, please check the online version of this list at http://www.nichcy.org/idealist.htm
The OSEP-reviewed publications on IDEA '97 listed below represent the work of many of the projects in the Technical Assistance and Dissemination (TA& D) Network funded by OSEP. Each listing either has a link to the publication or information on how to obtain the publication.
Some of the documents listed below are provided in Portable Document Format (PDF) and can be viewed and printed using the Adobe Acrobat Reader. The Reader is free and is available at http://www.adobe.com/products/acrobat/readstep.html
Notice: Some of these documents contain contact addresses and web sites for information created and maintained by other public and private organizations. This information is provided for the reader's convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion of information or addresses or web sites for particular items does not reflect their importance, nor is it intended to endorse any views expressed, or products or services offered.
Acronyms and Special Education
Families and Advocates Partnership for Education (FAPE), 2001
This Facts-on-Hand publication from FAPE gives the meanings of 105 acronyms
or abbreviations commonly used in special education and other areas related
to individuals with disabilities.
General
State and District-Wide Assessments
Office of Special Education Programs (OSEP), U.S. Department of Education, 1999
This Topic Brief summarizes IDEA 97's final regulations with respect to student
participation in general state and district-wide assessments.
Guidance
on Including Students with Disabilities in Assessment Programs
Office of Special Education Programs (OSEP), US Department of Education, 2001
This four-page document (OSEP Memorandum 01-06) presents in a family-friendly
fashion portions of the information contained in OSEP Memorandum
00-24, Questions and Answers about Provisions in the Individuals
with Disabilities Education Act Amendments of 1997 Related to Students with
Disabilities and State and District-wide Assessments. Available
in Microsoft Word and in Adobe
Acrobat formats.
How
to Conduct Alternate Assessments: Practices in Nine States
Mid-South Regional Resource Center, 1999
A paper which looks at what instruments are used and how test results are scored
in alternate assessments for students with disabilities in nine states.
The
Individuals with Disabilities Education Act Amendments of 1997: Statutory and
Regulatory Provisions Pertaining to Large-Scale Assessments and Students with
Disabilities
Mid-South Regional Resource Center, 1999
This document provides a side-by-side table analyzing the statutory and regulation
changes to IDEA with respect to large-scale assessments and students with disabilities.
Making
Assessment Accommodations: A Toolkit for Educators
ASPIIRE and ILIAD IDEA Partnership Projects, August 2000
This toolkit addresses the "how-to's" and "why's" of providing accommodations
for students with disabilities in state and district-wide assessments. The five
components of the toolkit are: an introduction to assessment accommodations;
an instructive videotape that provides an overview of types of accommodations
and shows practical examples; a guide for the school administrator; a guide
for teachers, paraeducators, and related services providers; and a pamphlet
for families in English and Spanish. To order, call The Council for Exceptional
Children, 1-888-232-7733, or e-mail service@cec.sped.org.
Questions
and Answers about Provisions in the Individuals with Disabilities Education
Act Amendments of 1997 Related to Students with Disabilities and State and District-wide
Assessments
Office of Special Education Programs, US Department of Education, 2000
This memo from OSEP (memo 00-24) responds to frequently asked questions by parents,
teachers, assessment coordinators, State education agency staff, and others
regarding the provisions in IDEA '97 for including all children in state and
district-wide assessments. It is also available in Adobe
Acrobat format. (Note: A brief, family-friendly version
of this memo is also available).
A
Summary of Research on Test Changes: An Empirical Basis for Defining Accommodations
Mid-South Regional Resource Center,1999
This document, authored by Tindal & Fuchs, looks at the IEP as a vehicle
for expressing a student's need for test accommodations. Research on test changes
is summarized, and issues of validity are examined, with primary consideration
given to using the research to implement sound testing practices and make appropriate
educational decisions. Available in PDF only.
What
Gets Tested, Gets Taught; Who Gets Tested, Gets Taught
Mid-South Regional Resource Center, 1998
A paper which describes various approaches taken by some states that have accepted
the challenge of creating links with the state adopted curriculum frameworks.
Who
to Assess? State Practices in Determining Eligibility for Alternate Assessment
Mid-South Regional Resource Center, 1998
A document on the question of whom to include in the alternate assessment. Directed
to states and local agencies that have yet to develop these criteria.
Children
with ADD/ADHD
Office of Special Education Programs (OSEP), US Department of Education, 1999
This short Topic Brief looks at the eligibility of children with ADD/ADHD under
IDEA 97's final regulations.
Addressing
Student Problem Behavior: Part 1: An IEP Team's Introduction to Functional Behavioral
Assessment and Behavior Intervention Plans
Center for Effective Collaboration and Practice, 1998
This document, part of the series Addressing Student Problem Behavior, is a
tool to help educators understand the requirements of IDEA 97 with regard to
addressing behavior problems and implementing the fundamental principles and
techniques of functional behavioral assessment and positive behavioral supports
with students with behavior problems. Two additional documents in the series
are listed below.
Addressing
Student Problem Behavior: Part II: Conducting a Functional Behavioral Assessment
Center for Effective Collaboration and Practice, 1998
This document, Part Two in the series Addressing Student Problem Behavior, provides
an in-depth discussion of the rationale for functional behavioral assessment
and instructions for how to conduct the process.
Addressing
Student Problem Behavior: Part III: Creating Positive Behavioral Intervention
Plans and Supports
Center for Effective Collaboration and Practice, 2000
This document, Part Three in the series Addressing Student Problem Behavior,
takes a closer look at using the results of the functional behavioral assessment
to create, implement, and evaluate the effectiveness of positive behavioral
intervention plans and supports.
Applying
Positive Behavioral Support and Functional Behavioral Assessments in Schools
Center on Positive Behavioral Interventions and Support, 1999
This research-based document defines and describes positive behavioral support
in schools, including steps in the functional behavioral assessment and behavioral
support planning process. Available in PDF only.
Discipline
Procedures
Office of Special Education Programs (OSEP), US Department of Education, 1999
This Topic Brief presents a summary of the key points associated with the discipline
procedures in the final regulations.
Discipline
for Children With Disabilities: Q & A Document
Office of Special Education Programs (OSEP), US Department of Education, 1999
Answers to some commonly asked questions about discipline under IDEA .
Early
Warning, Timely Response: A Guide to Safe Schools
Center for Effective Collaboration and Practice, 1998
This guide is intended to help districts identify children in need of intervention
for potentially violent emotions and behaviors.
Functional
Behavioral Assessment
Office of Special Education Programs (OSEP), US Department of Education
Functional behavioral assessment (FBA) is a systematic process for describing
problem behavior, and identifying the environmental factors and surrounding
events associated with problem behavior. This two-page fact sheet provides an
overview of FBA, why it is important, and the key steps involved in conducting
an FBA. Also available in Adobe Acrobat format
(PDF).
Functional
Behavioral Assessment and Positive Interventions: What Parents Need to Know
Families and Advocates Partnership for Education (FAPE), 2001
This 8-page document looks at learning to understand problem behaviors through
the use of functional behavioral assessment (FBA). The steps in conducting an
FBA are described, and examples are given of behavioral intervention strategies
that can reduce problem behaviors and teach children positive behavioral skills.
Interim Alternative
Educational Settings: Related Research and Program Considerations
Project FORUM, 1999
This document provides a brief perspective on the emergence of the interim
alternative educational setting (IAES) concept, followed by a discussion of
the unique characteristics of IAESs. The last section reviews effective school-based
interventions for students with chronic conduct problems. The report can be
purchased by going to the National
Association of State Directors of Special Education (NASDSE) Web site,
clicking on publications, and searching by title. You can also contact NASDSE
via mail or telephone, at: NASDSE, 1800 Diagonal Road, Suite 320, Alexandria,
VA 22314. Telephone: (703) 519-3800.
Interim
Alternative Educational Settings for Children with Disabilities
National Association of School Psychologists, 2001
This book discusses interim alternative educational settings in both legal
provisions and best practices recommendations. Available in Adobe Acrobat
format (PDF) only.
Mental
Health, Schools And Families Working Together For ALL Children And Youth:Toward
A Shared Agenda
Policymaker Partnership Project, 2002
This concept paper encourages state and local family and youth organizations,
mental health agencies, education entities and schools across the nation to
enter new relationships to achieve positive social, emotional and educational
outcomes for every child. It offers recommendations for policy development
and changes needed to move toward systemic collaboration in order to coordinate
and integrate programs and services. The aim is to align systems and ensure
the promise of a comprehensive, highly effective system for children and youth
and their families. To order call The National Association of State Directors
of Special Education at (703) 519-3800 x 312.
Non-cessation
of Educational Services
Project FORUM, 1999
This Quick Turn-Around Report is a summary of information from three States
(California, Hawaii, and Nebraska) regarding non-cessation of educational
services following suspension or expulsion of a student, and includes a description
of related state data collection. The report can be purchased by going to
the National Association of State Directors
of Special Education (NASDSE) Web site, clicking on publications,
and searching by title. You can also contact NASDSE via mail or telephone,
at: NASDSE, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314. Telephone:
(703) 519-3800.
Overview
of the Major Discipline Provisions in the 1999 IDEA Regulations
Robert Silverstein, Center for the Study and Advancement of Disability Policy
at the George Washington University School of Public Health and Services,
1999
This document summarizes the major provisions related to the disciplining
of students with disabilities.
Positive Behavioral
Interventions: Parents Need to Know
Technical Assistance Alliance for Parent Centers, Families and Advocates Partnership
for Education; 1999
This is a training package providing parents with positive approaches to helping
children learn new behaviors. The single-volume binder contains 37 pages of
curriculum and accompanying overheads for trainers, as well as supplemental
reading material. The entire package is also available on CD. To order,
contact PACER Center, Inc. at 1-888-248-0822.
Positive
Behavioral Interventions and Supports
Office of Special Education Programs (OSEP), US Department of Education
This short fact sheet provides general overview of positive behavioral interventions
and supports and how they are proving an effective means of reducing problem
behaviors in children with and without disabilities. Organizations that can
provide more information are listed. Also available in Adobe
Acrobat format (PDF).
Prevention
Research & the IDEA Discipline Provisions: A Guide for School Administrators
Office of Special Education and Rehabilitative Services (OSERS), US Department
of Education, 2001
This brief guide provides school administrators with state-of-the-art knowledge
about what works to create safe, effective learning environments for all children.
A summary of IDEA 97's disciplinary provisions is also included to clarify
what schools can do in those rare instances where a child with a disability
threatens the safe school environment. The guide is also available in Microsoft
Word format.
Regional Intervention Program
Families and Advocates Partnership for Education (FAPE), 2001
This 2-page Research Brief describes the Regional Intervention Program (RIP),
which trains parents to work effectively with their young children who have
challenging behavior. Results of a 25-year study, which followed the children
from toddler age to adulthood, indicate the positive effectives of the RIP
program on behavior.
Role
of Education in a System of Care: Effectively Serving Children with Emotional
and Behavioral Disorders
Center for Effective Collaboration and Practice, 1999
This is one of seven monographs and profiles effective school-based mental
health systems of care.
Safeguarding
Our Children: An Action Guide
Center for Effective Collaboration and Practice, 2000
This guide follows up on the 1998 Early Warning, Timely Response: A Guide To
Safe Schools and is intended to help schools and communities prevent school
violence. The Action Guide emphasizes early intervention and prevention, and
the importance of teamwork among educators, mental health professionals, parents,
and students. Also available in Adobe
Acrobat format (PDF).
Schoolwide
Approaches to Behavior
Office of Special Education Programs (OSEP), US Department of Education
A growing number of schools have found that the most effective way to reduce
suspensions, expulsions, office referrals, and other behaviorally related actions
is to emphasize a schoolwide commitment and approach to behavior. This short
fact sheet lists key principles of practice and organizations that can provide
more information on the topic. Also available in Adobe
Acrobat format (PDF).
School-wide
Behavior Programs
Families and Advocates Partnership for Education (FAPE), 2001
This 3-page Research Brief summarizes the characteristics and benefits of school-wide
behavior programs and provides a list of sources of additional information.
Social
Skills Instruction
Office of Special Education Programs (OSEP), US Department of Education
This short fact sheet introduces the importance of social skills instruction
in the management of problem behavior. Also available in Adobe
Acrobat format (PDF).
Teaching
Students to Self-Manage Their Behavior
Families and Advocates Partnership for Education (FAPE), 2001
This one-page Promising Practices briefly describes the Classwide Peer-Assisted
Management program, which is designed to help students understand what is considered
appropriate and inappropriate behavior and to control their own response to
what goes on around them.
Educating
Blind and Visually Impaired Students; Policy Guidance
Office of Special Education and Rehabilitative Services (OSERS), United States
Department of Education, June 8, 2000
This policy guidance addresses the requirements of Part B of IDEA, as they
apply to the education of blind and visually impaired students. Also available
in text-only format.
Applying
Federal Civil Rights Laws to Public Charter Schools: Questions and Answers
US Department of Education and the Office for Civil Rights, May 2000
This publication provides important information on how public charter schools
may be developed and operated consistent with federal nondiscrimination laws.
The purpose of this publication is to assist charter school developers and operators
by making available a summary of civil rights issues applicable to public schools.
Two of the sections deal specifically with students with disabilities: "Selection
of Facilities to Provide Access to Students with Disabilities" and "Educating
Students with Disabilities."
Charter
Schools and Special Education: A Report on State Policies
Project FORUM, 1999
This report reviews state policy documents (other than state laws) that pertain
to students with disabilities in charter schools, discusses critical issues
related to this topic, and provides background information on charter schools
and Federal legislation.
Public
Charter Schools
Office of Special Education Programs (OSEP), US Department of Education, 1999
This Topic Brief looks at IDEA 97's two new provisions with respect to public
charter schools, the comments received during the public comment period following
release of proposed regulations, and the changes incorporated into the final
regulations.
Definition
of "Day; Business day; School day"
Office of Special Education Programs (OSEP), US Department of Education, 1999
This Topic Brief looks at the final regulations' definitions of "day," "business
day," and "school day," how these vary from what had been proposed, and why
the changes and the definitions themselves were necessary.
Use
of "Developmental Delay" by States and LEAs
Office of Special Education Programs (OSEP), US Department of Education, 1999
This Topic Brief looks at the changes made to the definition of "developmental
delay" as part of the reauthorization of IDEA and the release of final regulations.
Discrepancy
Approaches for Identifying Learning Disabilities
Project FORUM, 2000
This Quick Turnaround Report briefly reviews recent trends, issues, and changes
within the states related to the use of discrepancy formula and other approaches
for determining eligibility of students with learning disabilities (LD) for
special education and related services. The report can be purchased by going
to the National
Association of State Directors of Special Education (NASDSE) Web site
and searching by title. You can also contact NASDSE via mail or telephone, at:
NASDSE, 1800 Diagonal Road, Suite 320, Alexandria, VA 22314. Telephone: (703)
519-3800.
Evaluation
Families and Advocates Partnership for Education, 1999
This one-page document introduces parents to the process of evaluation and suggests
steps to take and questions to ask. It is also available in Spanish
and Hmong.
Evaluation:
What Does It Mean for Your Child?
Families and Advocates Partnership for Education, 1999
This 4-page document briefly answers questions parents might have about their
child's evaluation for the presence of a disability. Some of the questions include:
What is an evaluation? Why have an evaluation? What measures are used to evaluate
a child? How are the evaluation results used? When are students reevaluated?
and What if I disagree with the school's evaluation?
Re-evaluation
Families and Advocates Partnership for Education, 1999
This one-page document introduces parents to the process of re-evaluation
and suggests steps to take and questions to ask. It is also available in Spanish
and Hmong.
Your
Child's Evaluation
NICHCY, 1999
A four-page description of the evaluation process in easy-to-understand terms.
This document is also available in Adobe
Acrobat format (PDF).
IDEA
Section 619 FY98- Funding Allocation
Mid-South Regional Resource Center
This flow chart summarizes, in general terms, the flow of IDEA Section 619 funds
from the federal appropriation to the local level. This document is available
in Adobe Acrobat format (PDF) only.
Impact of the
New 619 Funding Formula
Project FORUM, 1999
This Quick Turnaround Report presents an overview of the revised preschool
funding formula resulting from the 1997 Amendments to the IDEA, and perceptions
of some State Education Agency staff on the initial impact of those funding
changes. The report can be purchased by going to the National
Association of State Directors of Special Education (NASDSE) Web site,
clicking on publications, and searching by title. You can also contact NASDSE
via mail or telephone, at: NASDSE, 1800 Diagonal Road, Suite 320, Alexandria,
VA 22314. Telephone: (703) 519-3800.
Special
Education Finance
Federal Resource Center for Special Education (FRC), 2001
This document summarizes and discusses some of the major fiscal policy questions
surrounding the funding of special education and describes policy alternatives.
Promising fiscal policies are briefly described.
State Improvement
Grants
Project FORUM, 1999
This Quick Turnaround Report provides an overview of the funded State Improvement
Grants (SIGs) in the following areas: goals and priorities, products or outcomes,
interstate connections, strategies to meet goals and priorities, partnership
strategies, types of contracts/subcontracts, and pooling of SIG resources
with other sources. The report can be purchased by going to the National
Association of State Directors of Special Education (NASDSE) Web site,
clicking on publications, and searching by title. You can also contact NASDSE
via mail or telephone, at: NASDSE, 1800 Diagonal Road, Suite 320, Alexandria,
VA 22314. Telephone: (703) 519-3800.
Graduation
with a Regular Diploma
Office of Special Education Programs (OSEP), US Department of Education, 1999
This Topic Brief looks at the provisions proposed in the Notice of Public Rulemaking
(NPRM) with respect to graduation with a regular diploma, the comments received
during the public comment period, and the changes that were made and released
in the final regulations.
Educating
Children with Disabilities Who Are Homeless
Project FORUM, 2000
This 48-page document is the proceedings of a policy forum held December 5-7,
1999. Federal laws pertaining to the education of children with disabilities
who are homeless are summarized, examples of state services are provided,
and challenges for this population are identified. This document also include
strategies to address the identified challenges. The document can be purchased
by going to National
Association of State Directors of Special Education (NASDSE) Web site,
clicking on publications, and searching by title. You can also contact NASDSE
via mail or telephone, at: NASDSE, 1800 Diagonal Road, Suite 320, Alexandria,
VA 22314. Telephone: (703) 519-3800.
discover
IDEA CD 2002
IDEA Partnership Projects and the Western Regional Resource Center, 2002
Link to information about ordering more copies of this CD.
Discover
IDEA: Supporting Achievement for Children with Disabilities [Video]
IDEA Partnership Projects, 2001
The video Discover IDEA is designed as an orientation to IDEA and four
of its basic aspects: IEP development, LRE, positive behavior supports, and
participation of children in large-scale assessments. Educators, administrators,
family members, and children themselves talk about the impact of IDEA on helping
children with disabilities learn and achieve their potential. The 15-minute
video comes with 20 pamphlets and an IDEA resources guide. It is closed captioned
in English and Spanish. To order, call the Council for Exceptional Children
at 1-888-232-7733 or e-mail service@cec.sped.org.
Ask for Product #P5417.
IDEA
Amendments of 1997
NICHCY, 1998
This 40-page News Digest looks in detail at the major changes that have taken
place in the IDEA.
IDEA
'97 Final Regulations Released
Families and Advocates Partnership for Education, 1999
This family-friendly piece outlines some of the changes that have occurred in
the law and regulations that may be of particular interest to parents. It is
also available in Hmong.
IDEA
'97 General Overview Questions & Answers
Office of Special Education Programs (OSEP), US Department of Education, 1999
Nine questions and answers about the requirements of the IDEA. Also available
in Adobe Acrobat format (PDF).
IDEA
Requirements for Preschoolers: IDEA Early Childhood Policy and Practice Guide
Division for Early Childhood, Council for Exceptional Children, and ASPIIRE
IDEA Partnership Project, 2000
This is the first in a series of guides designed to answer important questions
about what IDEA '97 now requires for the education of young children with disabilities,
ages birth through five years old. The guide also includes a pull-out
chart of selected IDEA provisions that address a preschooler's challenging
behavior. To order, call the Council for Exceptional Children at 1-888-232-7733
or e-mail service@cec.sped.org.
Ask for Product #P5373.
IDEA
Requirements for Preschoolers with Disabilities: Challenging Behavior
Division for Early Childhood, Council for Exceptional Children, and ASPIIRE
IDEA Partnership Project, 2000
This document is an excerpt from the guide IDEA Requirements for Preschoolers
with Disabilities: IDEA Early Childhood Policy and Practice Guide (listed above).
The 24-page guide focuses specifically on questions and answers related to young
children with disabilities (ages 3 through 5) who exhibit difficult to manage
behaviors in a variety of early childhood settings. The guide also includes
a pull-out chart of selected IDEA
provisions that address a preschooler's challenging behavior. To order, call
the Council for Exceptional Children at 1-888-232-7733 or e-mail service@cec.sped.org.
Ask for Product #P5374.
IDEA
Training Package
NICHCY, 1997
This is a comprehensive, two volume training package: one volume of curriculum
(500 pages), and one volume of accompanying overheads (145 pages).
Implementing
IDEA: A Guide for Principals
ILIAD Partnership Project and National Association of Elementary School Principals
(NAESP), 2001
The guide contains NAESP-developed standards of excellence that directly relate
to the principal's role in implementing IDEA. Along with the standards are guidelines
principals may use when assessing themselves and their school community. Also
available in Microsoft Word.
Individuals with
Disabilities Education Act (IDEA): A Workshop for Families, Advocates, and Self-Advocates
Technical Assistance Alliance for Parent Centers, Families and Advocates Partnership
for Education; 1999
This one-volume training package on the IDEA contains a 102-page curriculum
for trainers and 89 accompanying overheads. The entire package is also available
on CD. To order, contact PACER Center, Inc. at 1-888-248-0822.
OSEP
Regional Trainings on the IDEA '97 Regulations Overheads
NICHCY, 1999
These overheads, developed by NICHCY, were used by OSEP in regional trainings
conducted on the regulations. Training overheads also include OSEP's letters
on IDEA.
Provisions
of Special Interest to Administrators
Office of Special Education Programs (OSEP), US Department of Education, 1999
This brief paper describes selected provisions in the final IDEA-Part B regulations
(including certain items that have been retained, modified, or added since publication
of the Notice of Public Rulemaking) that may be of special interest to administrators.
Provisions
of Special Interest to Parents
Office of Special Education Programs (OSEP), US Department of Education, 1999
This brief paper describes selected provisions in the final IDEA-Part B regulations
(including certain items that have been retained, modified, or added since publication
of the Notice of Public Rulemaking) that may be of special interest to parents.
Provisions
of Special Interest to Teachers
Office of Special Education Programs (OSEP), US Department of Education, 1999
This brief paper describes selected provisions in the final IDEA-Part B regulations
(including certain items that have been retained, modified, or added since publication
of the Notice of Public Rulemaking) that may be of special interest to teachers.
Questions
and Answers about the IDEA
NICHCY, 2000
29 pages of answers to many of the questions families and professionals have
about the requirements of the IDEA. Also available in Adobe
Acrobat format (PDF).
A
User's Guide to the 1999 IDEA Regulations
Robert Silverstein, Center for the Study and Advancement of Disability Policy
at the George Washington University School of Public Health and Services, 1999.
This 54 page guide provides a "user friendly" tool for understanding
the major new policies included in the revised regulations.
Improving
Education: The Promise of Inclusive Schooling
National Institute for Urban School Improvement, 2000
This is a short pamphlet developed to explain inclusion to general educators
and families. It includes a guide for visiting schools to learn about inclusive
education. Also available in Adobe Acrobat
format (PDF).
Students'
Perceptions of Instruction in Inclusion Classrooms: Implications for Students
with Learning Disabilities
Families and Advocates Partnership for Education (FAPE), 2001
This 2-page Research Brief from the FAPE project summarizes 20 studies of more
than 4600 students in kindergarten through Grade 12, where 760 of the students
had learning disabilities. The studies look at students' views, opinions, and
attitudes on teacher practices in inclusive, general education classrooms. Seven
areas were explored: grading practices, homework, assignment routines, helping
practices, instruction, grouping, and adaptations.
Developing
Educationally Relevant IEPs: A Technical Assistance Document for Speech-Language
Pathologists
American Speech-Language-Hearing Association (ASHA) and the ASPIIRE IDEA Partnership
Project, 2000
This guide is intended to help related services providers understand the IEP
process under IDEA 97. The 50-page document includes background on IDEA 97 and
IEPs, sample IEPs, and other helpful resources. To order, call the Council for
Exceptional Children at 1-888-232-7733 or e-mail service@cec.sped.org.
Ask for Product #S5375. The product is also available from ASHA at 1-888-498-6699
or by e-mailing productsales@asha.org.
A
Guide to the Individualized Education Program
Office of Special Education and Rehabilitative Services (OSERS), US Department
of Education, 2000
The purpose of this guidance is to assist educators, parents, and State and
local educational agencies in implementing the requirements of IDEA-Part B regarding
Individualized Education Programs (IEPs) for children with disabilities, including
preschool-aged children.(This guide does not address the development of Individualized
Family Service Plans(IFSP) for infants and toddlers.) Also available in Adobe
Acrobat format (PDF) and Microsoft Word
97.
Individualized
Education Programs (IEPs)
NICHCY, 1999
A 32-page guide to the legal requirements for developing a student's IEP, including
a verbatim reprinting of Appendix A of the regulations.
Planning
Your Child's Individualized Education Program (IEP): Some Suggestions to Consider
Families and Advocates Partnership for Education (FAPE), 2001
This 2-page publication lists ideas and actions for parents to consider before
their child's IEP meeting, during the meeting, and after.
Regular
Education Teachers as IEP Team Members
Office of Special Education Programs (OSEP), US Department of Education, 1999
This Topic Brief looks at what the IDEA 97 requires in terms of the regular
education teacher's participation on the IEP team.
Youth
with Disabilities in the Juvenile Justice System
Office of Special Education Programs (OSEP), US Department of Education
This two-page fact sheet introduces the topic of young people with disabilities
in the juvenile justice system and suggests key principles involved in addressing
their special needs. Also available in Adobe
Acrobat format (PDF).
Mediation
Guide
Consortium for Appropriate Dispute Resolution in Special Education (CADRE),
2001
This document reviews IDEA's requirements with respect to mediation and presents
a list of self-assessment questions that States can use to assess whether
or not their mediation systems have addressed Idea's requirements in regards
to: mediator standards, mediator selection, mediation process and conditions,
encouraging mediation, and attorney participation in mediation.
Overheads:
Mediation
Consortium for Appropriate Dispute Resolution in Special Education (CADRE),
2001
These 34 overheads from CADRE can be used to provide training on what the
Idea's requirements are with respect to mediation. The overheads are also
available Adobe Acrobat format.
Questions
and Answers about Mediation
Office of Special Education Programs (OSEP), US Department of Education, 2000
This nine-page OSEP document (OSEP Memorandum 01-5) is intended to assist
state and local education officials, as well as parents of children with disabilities,
in understanding the requirements of Part B of the IDEA as applied to mediation.
The memo is also available in Adobe Acrobat
format. The two-page OSEP cover letter
is available separately (also in Adobe Acrobat).
Preschool
Special Education Teachers. February
27, 2002. This Fact Sheet summarizes a study of personnel needs
in special education. While most preschool special education teachers perceive
their job performance positively, they face challenges of including children
with disabilities in educational settings with non-disabled peers and supervising
paraprofessionals in preschool programs. Also available in MS
Word.
Paperwork
in Special Education.
January 7, 2002. This Fact Sheet summarizes a study of personnel
needs in special education. After controlling for many other working conditions,
too much paperwork emerged as significant in the manageability of special education
teachers' jobs and their intent to stay in the profession. Also available in
MS Word.
General
Education Teachers' Role in Special Education.
December
31, 2001.
This Fact Sheet summarizes a study of personnel needs in special education.
The level of confidence general education teachers have in serving students
with disabilities seems dependent upon their relationship with special education
teachers and the types of support they receive. Also available in MS
Word.
The
Role of Paraprofessionals in Special Education.
December
17, 2001. This Fact Sheet summarizes a study of personnel needs
in special education. Paraprofessionals play an increasingly important role
in the instruction of students with disabilities. Paraprofessionals bring a
range of educational experiences and credentials to their work. Also available
in MS Word.
IDEA
Requirements for Preschoolers with Disabilities: Challenging Behavior
Division for Early Childhood, Council for Exceptional Children, and ASPIIRE
IDEA Partnership Project, 2000
This document is an excerpt from the guide IDEA Requirements for Preschoolers
with Disabilities: IDEA Early Childhood Policy and Practice Guide (listed
above). The 24-page guide focuses specifically on questions and answers related
to young children with disabilities (ages 3 through 5) who exhibit difficult
to manage behaviors in a variety of early childhood settings. The guide also
includes a pullout chart of selected
IDEA provisions that address a preschooler's challenging behavior. To order,
call the Council for Exceptional Children at 1-888-232-7733 or e-mail service@cec.sped.org.
Ask for Product #P5374.
Preschool
Special Education Teachers. February
27, 2002. This Fact Sheet summarizes a study of personnel
needs in special education. While most preschool special education teachers
perceive their job performance positively, they face challenges of including
children with disabilities in educational settings with non-disabled peers
and supervising paraprofessionals in preschool programs. Also available in
MS Word.
Parentally-placed
Children in Private Schools
Office of Special Education Programs (OSEP), US Department of Education, 1999
This Topic Brief summarizes IDEA 97's final regulations with respect to parentally-placed
children in private schools, with emphasis on major changes made from the Notice
of Public Rulemaking.
Parentally-Placed
Students with Disabilities
The Urban Special Education Leadership Collaborative (USELC) and the IDEA Local
Implementation by Local Administrators (ILIAD) Partnership, 2002
This publication provides an overview of IDEA ’97 regulations and relevant
case law regarding parentally-placed students with disabilities in private schools.
Included is an OSEP Memorandum on the subject entitled “Questions
and Answers on Obligations of Public Agencies in Serving Children with Disabilities
Placed by Their Parents at Private Schools.”
Questions
and Answers on Obligations of Public Agencies in Serving Children with Disabilities
Placed by Their Parents at Private Schools
Office of Special Education Programs, US Department of Education, 2000
This memo from OSEP responds to requests from the field for guidance regarding
the nature and extent of school districts' obligations to parentally-placed
private school children with disabilities under Part B of IDEA. Also available
in Adobe Acrobat format (PDF).
Families and Advocates
Partnership for Education (FAPE), 2001
When a child has a disability and is receiving special education, there are
times when the school system must obtain parents' written permission before
taking an action. This 2-page Facts-on-Hand publication from FAPE lists when
those times are and provides additional information about this important parent
right.
Prior Written Notice
Families and Advocates Partnership for Education (FAPE), 2001
When a child has a disability and is receiving special education, there are
times when the school system must give parents written notice before taking
or refusing an action. This 2-page Facts-on-Hand publication from FAPE lists
when those times are and describes what information the prior written notice
must contain and how it must be provided to parents.
Rights
and Responsibilities of Parents of Children with Disabilities
ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC), June 1999
This ERIC Digest (#575) briefly lists parents' rights and responsibilities
in the special education process, describes what parents can offer the IEP
or IFSP process, and lists five national organizations that can provide more
information and assistance to parents.
Schools
with IDEAs that Work
Office of Special Education Programs (OSEP), US Department of Education, 1999
Schools and programs nominated as examples where the Individuals with Disabilities
Education Act (IDEA) is reportedly being well implemented.
Questions
Often Asked by Parents About Special Education Services
NICHCY, 1999
This is a 12-page discussion of the IDEA which answers questions about how students
with disabilities access special education and related services.
Rights
and Responsibilities of Parents of Children with Disabilities
ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC), June 1999
This ERIC Digest (#575) briefly lists parents' rights and responsibilities in
the special education process, describes what parents can offer the IEP or IFSP
process, and lists five national organizations that can provide more information
and assistance to parents.
Understanding
the Special Education Process
Families and Advocates Partnership for Education (FAPE), 1999
This family-friendly paper shows, via a chart and explanatory text, a basic
overview of the special education process from the request for an evaluation
of the child to completion of the annual IEP meeting. The document is also available
in Spanish and Hmong.
Every
Single Student
PEER Project, 2000
This is a manual on standards-based education and students with disabilities
in grades K-12.
Families and Advocates
Partnership for Education (FAPE), 2000
This 2-page document briefly summarizes the history of student access to assistive
technology under law, provides IDEA 97's definitions of "assistive technology
device" and "assistive technology service," and concludes that the IDEA 97
reinforce and elaborate upon a student's right to AT devices and services.
Assistive Technology for Infants
and Toddlers
Families and Advocates Partnership for Education (FAPE), 2000
This 4-page publication summarizes the types of assistive technology devices
that infants and toddlers use, briefly explains how a family might obtain
AT devices for their young child, and discusses issues associated with evaluating
children for AT devices or services, providing and paying for the devices
or services, and training children and others in their use.
Technology
for Students with Disabilities: A Decision Maker's Resource Guide
Office of Special Education Programs, US Department of Education, and
the National School Boards Association, 2000
The guide discusses how technology applications can help (a) children participate
in classroom activities, master basic skills and learn complex material, and
(b) educators assess and evaluate student progress and instructional programs.
Also discussed are how to choose appropriate technology and find the funds
to pay for it, as well as how to create and monitor a technology plan. The
guide ends with an extensive list of organizations and individuals who can
provide more information to those who use technology in assisting students
with disabilities. Available for the TLN and NA discount price of $20 or the
regular price of $25 (plus shipping/handling fee) from the NSBA Distribution
Service, telephone (800) 706-6722; request order # 03-138-10.
IDEA
1997: Implications of the Transition Requirements
National Transition Network, 2000
This Policy Update issue reviews all of the changes IDEA '97 brought
to transition services, with direct quotations from the legislation.
IDEA
'97 Transition Requirements: A Guide for States, Districts, Schools, Universities
and Families
Western Regional Resource Center, Mountain Plains Regional Resource Center,
Arizona State University West & National Transition Network, 2000
This monograph looks closely at the IDEA '97 transition requirements, suggests
a process for addressing those requirements in the IEP, and includes many sample
materials.
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