The increasing prevalence of diagnoses for autism spectrum disorder (ASD), now one in 68 children according to the National Institutes of Health (NIH), presents a number of policy implications. In particular, many of these children become eligible for special education services under the Individuals With Disabilities Education Act (IDEA). Given…

"What Is an Infrastructure? Special Education Support Systems in Charter Schools" discusses ways in which charter schools form entities such as coops and collaboratives to pool resources, create economies of scale, and mitigate risks in order to better serve students with disabilities.

This, the 32nd annual National Child Count of Children and Youth Who Are Deaf-Blind, is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a thirty-plus year collaborative effort between the National Center on…

This, the 31st annual National Child Count of Children and Youth Who Are Deaf-Blind, is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a thirty-plus year collaborative effort between the National Center on…

This, the 30th annual "National Child Count of Children and Youth Who Are Deaf-Blind," is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Center…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a nearly thirty year collaborative effort between the National Center on Deaf-Blindness (NCDB), its…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. It has been collaboratively designed, implemented and revised to serve as the common vehicle to meet federal grant requirements for both the State/Multi-State and National…

The manual covers California statutes chaptered during 1985 and modifying provisions of Part 30 of the Education Code. It also includes provisions of the code regarding interagency responsibilities for providing services to handicapped children, early intervention services, and other provisions related to programs for individuals with exceptional…

Special vocational educator L. Allen Phelps identifies major issues in vocational programing for mentally retarded students (including implementing technology and expanding integration); comments on the effects of the changing federal role; notes changes in staffing patterns; cites the need for advocacy by professional associations; and suggests…

The report presents a summary of problems, issues, and recommendations regarding the interagency cooperation of special education, occupational education, and vocational rehabilitation in New York State. The report is the result of seven conferences attended by state, regional, and local agency personnel which focused on five topic areas:…

One of a series designed to help Florida school districts provide special programs for exceptional children, the manual presents a training guide on interagency coordination for profoundly mentally handicapped students. Instructions are provided for conducting group sessions and extensive examples of handouts are furnished. Objectives are listed…

An evaluation paradigm which describes interagency coordination as a multidimensional (climate, resources, policies, people, and process), interactional, and developmental effort is presented for use in special education as a: training tool for those involved in coordination efforts; guide for developing and evaluating interagency coordination…

With the loss of central funding of Special Education Microelectronic Resource Centres in Britain, local educational authorities have developed a network of new centers that is centrally coordinated. Addresses and contact persons for the 14 centers are listed. (DB)

The report discusses issues related to special education financing and proposes nine actions to remedy problems in this area. The commission's members included leaders from professional organizations as well as representatives of federal, state, and local groups responsible for public education. The first six recommendations focus on improved…

Appendixes B, C, and D of the Conference Proceedings relate to coordinating bilingual and special education services in one school district. The first section considers steps in developing a plan for collaboration, noting the importance of dialogue and communication among special educators, bilingual educators, and staff of programs teaching…