Introduction: This research aims to learn what schools for blind students in the United States are currently doing to teach students with visual impairments and further explore the services these schools provide in their states. Methods: This research used qualitative interviews with school administrators, staff members, and teachers at four…

Heterotopias are complex spaces characterized by the collision of the real (i.e., physical realm--who and what materials are present) and unreal (i.e., abstract realm--socially created meanings and understandings of the "real"; Foucault, 1986; Topinka, 2010). The early childhood classroom is a heterotopia in that it is a knowledge…

In this article, the authors provide snapshots of a student's case in which she received an Individualized Education Program (IEP) after being diagnosed as having a speech and language disorder in an urban Head Start program located in the northeast region of the United States. This case can shed light on the complexities of the literacy practices…

We would describe teaching literacy through braille as one of the most rewarding and challenging aspects of the role of a Qualified Teacher for the Visually Impaired (QTVI). This article focuses on teaching literacy through braille in mainstream settings whilst promoting inclusion and meeting the social-emotional needs of children who use braille.…

In 1994, the federal Early Head Start (EHS) program was created to address the comprehensive needs of low-income pregnant women and children under age 3. EHS was created almost 30 years after Head Start was established in 1965 to serve low-income 3- and 4-year-old children and their families with comprehensive early education and support services.…

Itinerant special educators can be much more than "tutors" for young children with special needs. They can transform whole classrooms and help inclusion flourish--if they have the clear guidelines and best practices they need to make the most of their critical roles. This is the book that every itinerant early childhood special educator has been…

An itinerant service delivery model takes early intervention and special education services to environments where young children with disabilities participate in their communities. Reconciliation of the mismatch that often occurs between recommended and actual practice requires support at all levels of the service delivery system, including…

This study investigates caregivers' perceptions of the transition process for children transitioning from Early Childhood Special Education (ECSE) to School Age Special Education services (SA). Interest in this topic developed during the researcher's 18 years of experience as an Itinerant Early Childhood Special Education Teacher during which she…

In an effort to document the responsibilities and professional activities of itinerant early childhood special education (ECSE) teachers, five teachers were asked to participate in an observational study in which they were observed and their behaviors coded. Observations occurred at three different times during the year, during three-week cycles.…

This report summarizes AISD's federally-funded Title VI program activities for the 1999-2000 school year.

Title VI provides federal funds to states under the "Elementary and Secondary Education Act of 1965" (ESEA) as amended by "Public Law 103-382" in 1994. Title VI is intended to contribute to the improvement of elementary (including preschool) and secondary educational programs in both public and private nonprofit schools and…