81. Editor's Cyberchair impact, however, may be the (iep), or individualized education plan more and more educatorsare turning to ILP's, individualized learning plans, and that http://www.thedoylereport.com/cyber_chair?object=archive[]&content_id=2820

82. Special Education Links And Information child to receive the needed special education and related more information on theFunctional individualized education Program ((iep)) materials, please http://personalpages.mcttelecom.com/~pbliss/spedlinks.htm

Special Education Links Advocacy and Law, Assistive Technology in Special Education, Attention Deficit Disorder, Autism, ... the Functional IEP Assessment- IEP-( Individual Education Plan) -IDEA (Individuals with Disabilities Education Act), Advocacy. Resources and Advocacy Information , includes assessment and IEP information. IDEA Practices - Get the new regs here. http://www.ideapractices.org/ Special Education Laws The Special Ed Advocate- Alternative Assessment - Index/Links to ERIC documents on a wide range of assessments. Understanding Tests and Measurements Assessing Children for the Presence of a Disability Comparative Analysis: IDEA, Section 504 and the ADA IEP4U.com - over 4000 free Goals and Objectives (IEP-ITP) each with changeable benchmarks Assistive Technology LD Online Assitive Technology Resources NCIP Home - National Center to Improve Practice in Special Education Through Technology, Media and Materials. EASI Home Page Equal Access to Software and Information.

83. About The Presenters teach students how to organize and lead their individualized education Programs ((iep) inA Student’s Guide to the (iep), including lesson plans in the http://www.nasdse.org/national/NASDSE 99-2000 Conference/about_the_presenters.ht

1999-2000 NASDSE Satellite Conference Series Creating School Environments Conducive To Learning About the PRESENTERS Fields, Ed.D Martha Abrams, Ed.D., Patricia. McGahee-Kovac, Marcy. Ms. McGahee-Kovac has taught students with specific learning disabilities in the Fairfax County Public School system for the last 16 years. The last four years she has been the Learning Disabilities Department Chairperson at J.E.B. Stuart High School. In 1989, Ms. McGahee-Kovac designed and developed an advocacy program to teach students how to organize and lead their Individualized Education Programs (IEP). In 1995 NICHCY published her student advocacy program in including lesson plans in the Technical Assistance Guide, Helping Students Develop Their IEPs. Simpson, Elizabeth . Miss Simpson is a senior at JEB Stuart High School in Falls Church, VA. She has been captain of the girls cross country team and co-captain of the girls track team for three years. Elizabeth has been part of a group of JEB Stuart High School students who have made many presentations to teens, parents and school personnel on self-advocacy and the IEP process. She won the 1998 Washingon area Easter Seal Society Personal Achievement Award. Elizabeth plans to become an elementary level special education teacher and will attend Northern Virginia Community College in the fall.

84. Developing Effective Individual Education Plans (IEP) Developing Quality Individual educational plans, A Guide for A Guide to the Individualizededucation Program, Washington of education, http//www.ed.gov/pubs http://www.pdpinfolink.com/current-topics/ct0201gallaher.htm

previous close window next Developing Effective Individual Educational Plans (IEP) by Paul Gallaher Paul Gallaher is a Program Specialist with the Florida Department of Education, Bureau of Instructional Support and Community Services, and coordinated the preparation of “Developing Quality Individual Educational Plans, A Guide for Instructional Personnel and Families.” (2000). Beginning in 1975, the federal government guaranteed each student with a disability a free and appropriate education.  A result of the Individuals with Disabilities Education Act, (IDEA) Amendments of 1997 is that students with disabilities should have increased access to the special education services they need to be educated with their nondisabled peers in the general education settings as appropriate.  One of the primary purposes of IDEA is to ensure that all children with disabilities have a free appropriate public education that includes special education and related services designed to meet their unique needs to assist in preparing students for postsecondary options.  The method used to document this process is the individual educational plan (IEP). The IEP is the cornerstone of a quality education for each exceptional student.  The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students to work together to improve educational results.  The use of the IEP is critically important in order for students to achieve the appropriate standards.  IEPs may also play an important role in decisions regarding remediation, promotion, and retention.  In reauthorizing IDEA, Congress clarified a national policy of “ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.”

85. Education World® : Special Education : The IEP Process : IDEA / ADA & Parents R http://www.education-world.com/special_ed/iep/IDEA.shtml

Special Education Community Mild to Moderate Learning / Behavioral Physical ... The IEP Process Both the American's with Disabilities Act (ADA) and the more recent Individuals with Disabilities Education Act (IDEA) have both fueled a transformation in the American educational system for students with disabilities. They provide the students and their families with set of civil rights that schools legally have to accommodate. This section provides a set of resource to help you understand this important legislation. TOOLBOX RESEARCH ERIC EC RESOURCES E576: An Overview of the Individuals with Disabilities Education Act Amendments of 1997 E537: IDEA/504/ADA E560: IDEA's Definition of Disabilities E578: New IDEA Requirements: Factors to Consider in Developing an IEP Children with Disabilities EB25: A Bibliography of Readings on the IDEA Amendments of 1997 NICHCY'S EDUCATION RIGHTS PUBLICATIONS **Assistive Technology What do the Laws Say? **The IDEA Amendments of 1997 **Individualized Education Programs (IEPs) **Office of Special Education Programs' IDEA 97 Training Package Education Act **Questions Often Asked About Special Education Services* **Related Services for School-aged Children with Disabilities Through Letterwriting **Transition Services in the IEP **U.S. Dept. of Education Clarification Memo on Addressing

86. Transition Planning And The Child With A Disability - Special Education Law & Ad AUDIOTAPES Getting an (iep) Under the '97 Amendments School Year Compensatory educationPositive Behavior over 33 years experience in special education law and http://www.reedmartin.com/transitionresources.htm

REED MARTIN, J.D. Newsletters I Chat Room I Phone Consults Manuals Shopping Cart ... Message Board I Court Cases I Contact Us I Workshops I Federal Laws I Audiotapes I Home email REED'S MANUALS Advanced Advocacy Strategies - ... Using Your School's And State's Violations of Section 504 And The ADA To Get Your Child The Program They Need Under IDEA, Section 504 or The ADA Are You Ready To Play Hardball? ARE YOU REALLY READY TO ASK FOR A DUE PROCESS HEARING? Getting Your Child with Autism What They Are Entitled to Under Federal Laws Getting Control of the IEP Process How to Use over 100 Changes the law to get what your child deserves ... What's New ARTICLES BY TOPIC: ADD/ADHD Learning Disabilities Dyslexia Court Cases Down Syndrome Autism/Asperger's IEP Section 504/ADA FERPA Evaluation Behavior/Discipline Transition Complaint Resources State Policies on Assessment Testing ... Education: Know Your Rights and Responsibilities U.S. Department of Education Office for Civil Rights July 2002 High Schools and Transition into the Workforce Statement of Robert H. Pasternack Assistant Secretary for Special Education and Rehabilitative Services, April 2002

87. EPPRI Students with disabilities included by using accommodations stated on their Individualizededucation plans or 504 plans. special education Students. Test. http://www.eprri.org/Colonie.html

EPRRI North Colonie Central School District Summary Report Form 2000-2001 School Year Data http://www.emsc.nysed.gov:80/irts/ch655_2002/tableofcontents_June_2002.html Demographic Data Services Testing ... Outcomes 8 schools: 6 elementary schools; 1 middle school; 1 high school. Pre-K and grade 12: total enrollment: 5,500. 570 special education students (obtained from Section III: Data Summary, Comprehensive System of Personnel development which was given to EPRRI from the District. All other information, unless otherwise noted is taken from the District's report card found at http://www.emsc.nysed.gov/repcrd2002/d_010605.html Percent and number general education Race/Ethnicity breakdowns: 6.9% or 381 American Indian, Alaskan, Asian, or Pacific Islander: 3.2 % or 176 African American 1.4 % or 77 Hispanic 88.5% or 4,866 White 2.5 % or 138 LEP Title I 9.8% eligible for FARMS (6.3% free lunch; 3.5% reduced) Special Education Data 10.4% classification rate (calculated by dividing special education number total enrollment) Percent and number by disability By ethnicity: 4.3% or 24 American Indian, Alaskan, Asian, or Pacific Islander

88. UW Stout Library Subject Guide - Special Education special education Lesson plans; Merrill special WI DPI); School District Individualizededucation Program Downloadable special education in Plain Language CESA 7 http://www.uwstout.edu/lib/subjects/edspec.htm

WWW SITES About.com Special Education CASAS Tests for Special Populations Internet Resources for Special Children (IRSC) Kodak Special Education Lesson Plans Merrill Special Education Resource Site , from Prentice Hall. New York Institute for Special Education Blindness Resource Center Special Education Resources on the Internet (SERI) Special Education Sites Spedschools.com Exceptional Schools for Exceptional Children U.S. Office of Special Education and Rehabilitative Programs WWW SITES for Early Childhood Special education Wisconsin Department of Public Instruction : Special Education Guide for Writing IEP's (WI DPI) School District Individualized Education Program Downloadable form Special Education in Plain Language CESA 7 Examples and Tips of Making IEP Annual Goals Measurable from CESA 7 tHEMATIC UNITS, ACTIVITIES, LESSONS: Early Childhood Thematic Units San Bernadino County Schools, Special Ed Division Early Childhood Education -LLC Subject Guide WW W Search Engines The search engines that are available on the WWW vary in depth and coverage. Explore the search options to find relevant WWW sites. For a list of available search engines and WWW directories, e.g. Google or Yahoo, use

89. Special Education FAQ For General Ed. Teachers http://whs.wsd.wednet.edu/SpecialServices/FAQ1.html

Questions that General Education Teachers Frequently Ask about Special Education Browse through the following questions and click on one that is similar to a question that you have about special education. Click here for a broad index What is an IEP? What is an IEP meeting? What is an MDT? ... I work with a large number of IEP students in my low level math classes. The questions that I have every year are: a) What are the accommodations for each student? b) How can I meet those needs on a daily basis? c) What do I do in my classroom when I know a student works best by himself, but I want to do a group activity? (or the other way around). d) How can I meet the needs of this student and keep it confidential that the student has an IEP? (Image of the student). From a math teacher: 1. My class isn't allowed to have calculators, but the IEP says they can use one. Can they? 2. The IEP says I should give shortened assignments. Do I have to in math class? 3. The IEP says the student tests at 2nd grade level in math, why are they in my algebra class? I am still unsure about the whole grading schemata regarding special education students.

90. VOCATIONAL REHABILITATION & SPECIAL ED INTRA-AGENCY AGREEMENT http://www.ed.state.nh.us/SpecialEd/SPEDVRAGREE.htm

BUREAU OF VOCATIONAL REHABILITATION AND THE BUREAU OF SPECIAL EDUCATION AN INTRA -AGENCY AGREEMENT Regarding Transition Services Effective July 1, 2002 I. Parties to this Agreement: The parties to this agreement are the New Hampshire State Department of Education’s Bureau of Vocational Rehabilitation (VR), 78 Regional Drive, Concord, NH and the Bureau of Special Education (SPED), 101 Pleasant Street, Concord, NH. II. Definition of Transition Services: A coordinated set of activities for a student with a disability designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; is based on the individual student’s needs, taking into account the student’s preferences and interests; and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives; and, if appropriate, acquisition of daily living skills and functional vocational evaluation. (IDEA 1997).

91. MOFAS Projects Table Of Contents assist in creating more effective plans that address Parental involvement in the educationplanning will schools provide a more individualized and appropriate http://www.mofas.org/Projects/prosos.htm

Project SOS MOFAS PROJECTS FACTS GUIDELINES DIAGNOSIS TIPS ... MOFAS PROJECTS A Case Management Family Pilot Project SAMPLE PROJECT SOS PAGES Table of Contents Glossaries FASD Terms Special Ed Tips For families and friends For teachers To choose a therapist To choose a support group Worksheets for children with FASD Feelings Worksheet INQUIRE ABOUT PROJECT SOS NEW! PARENT TRAINING FOR PROJECT SOS BROCHURE Project SOS: Seeds of Success NEW! PARENT TRAINING FOR PROJECT SOS BROCHURE As part of the Parents’ VOICES training, each parent will receive a “PAW”—Parent Advocacy Workbook. Project SOS is an education and outreach program of MOFAS designed for individuals who have been diagnosed with FAS/FAE and their families.

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