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Researchers from across the country have published at least 188 empirical studies on the effectiveness of private school choice programs. The "EdChoice Study Guide" is an annually updated guide to the available research on private school choice programs in America. In this guide, one can learn what the body of rigorous research says about school choice's effect on: (1) Participant Test Scores; (2) Participant Educational Attainment; (3) Parent Satisfaction; (4) Public School Students' Test Scores; (5) Students' Civic Values and Practices; (6) Racial and Ethnic Integration in Schools; (7) Taxpayers, State Budgets, and Public School Districts (Fiscal Effects); and (8) School Safety.

Nearly 70 years after one of the most important U.S. Supreme Court rulings was handed down in Brown v. Board of Education (1954) declaring segregated schools unconstitutional, the promise of desegregation has remained unfulfilled. However, there are still actions that can be taken to address the extant disparities in schools that exist in large part because of the inequitable opportunities provided to children attending schools that are predominantly comprised of low-income students and students of color. This Equity Tool seeks to further school integration efforts in school communities by offering a professional learning session that provides resources and activities for district stakeholders to engage in, better evaluate where their school communities are in the school integration process, and where they would like to go in the future. Each activity in the professional learning session is specifically designed to build off the previous one with the final activity of the session leading to action that can occur in the school community that attends to school integration. The goals of this session are: (1) To educate school district stakeholders about the benefits and challenges associated with school integration; (2) To teach school district stakeholders how to support and advocate for school integration in their local communities; and (3) To encourage school district stakeholders to commit to school integration in their local communities.

The Every Student Succeeds Act (ESSA) provides an opening for states and local school districts to include racial and socioeconomic (SES) diversity as components of their improvement plans. While only one state (New York) took advantage of this opportunity in the initial round of state ESSA plans, there are several ways that school districts can include integration and reduction of racial or SES isolation into their local ESSA implementation plans, consistent with the goals set out in their state plans. Two of the most important planning documents are the Title I Comprehensive Support and Improvement Plans and the Targeted Support and Improvement Plans. Title IV of ESSA is also a potential source of integration-related funds for districts. This guide explores some of the openings that are most apparent to the National Coalition on School Diversity (NCSD). We hope that sharing these ideas will help state and local leaders and advocates generate even more ideas.

Districts now have access to a wealth of new information that can help target students with appropriate supports and bring focus and coherence to college readiness efforts. However, the abundance of data has brought its own challenges. Schools and school systems are often overwhelmed with the amount of data available. The capacity of districts to determine which data to include in their indicator systems to evaluate past efforts, monitor progress, and make strategic plans for the future lags behind the push for data use. Indicator systems that incorporate too many data elements can be cumbersome and confusing. Data elements that are only weakly or spuriously related to college success can dilute the data system's potential to improve student outcomes and divert scarce resources to approaches that are less effective. By focusing on the best indicators of college success, schools and districts can target the right students for the right kinds of support, effectively evaluate their efforts, efficiently allocate resources, and bring coherence to their push to improve college readiness. This technical guide is designed to help districts select the indicators that have the highest leverage for improving students' college outcomes. It is written with two audiences in mind. First, it assists district leadership in understanding how practical considerations intersect with the technical issues that must be considered when evaluating the extent to which a set of indicators matters in improving students' later outcomes. However, decisions about what indicators and outcomes to include in an indicator system should not be made by district leaders alone. Therefore this technical guide is also meant for district data analysts and educational researchers. It outlines the analyses that will help districts choose among the multitude of potential indicators they could incorporate into their data systems and college readiness efforts.

The Annual Disability Status Reports provide policy makers, disability advocates, reporters, and the public with a summary of the most recent demographic and economic statistics on the non-institutionalized population with disabilities. They contain information on the population size and disability prevalence for various demographic subpopulations, as well as statistics related to employment, earnings, household income, veterans' service-connected disability and health insurance. Comparisons are made to people without disabilities and across disability types. The Status Reports primarily look at the working-age population because the employment gap between people with and without disabilities is a major focus of government programs and advocacy efforts. Employment is also a key factor in the social integration and economic self-sufficiency of working-age people with disabilities. The estimates in the 2009 Disability Status Reports are based on American Community Survey (ACS) data--a US Census Bureau survey that has replaced the Decennial Census long form. The estimates in these reports are based on responses from a sample of the population and may differ from actual population values because of sampling variability and other factors. Differences observed between the estimates for two or more groups may not be statistically significant. Finally, the 2009 Disability Status Report estimates should not be compared to estimates from any reports based on ACS data collected prior to 2008. In 2008, the US Census Bureau made a number of significant changes to the ACS. These changes included an entirely new set of disability questions as described in this paper. A glossary is included. [This paper was produced with the editing and production assistance of Sara VanLooy, Jeff Trondsen, and Joe Williams. For the 2008 edition of this report, see ED539268.]

People with higher support needs have been the last to benefit from the transformation of services for people with learning disabilities in the last few years. Despite often requiring expensive packages of support, this group are frequently offered services which are outdated and delivered in congregate, buildings-based and segregated settings. We are often told that segregated services are the "best" or only option for them and we hear many excuses why they cannot be more included in their communities. Almost a decade into the twenty-first century and eight years on from Valuing People, it is scandalous that this group of people are effectively treated as second-class citizens. Despite the numerous books, DVD's, powerpoint presentations and training manuals about "community capacity building," we are still asked "how can we make it happen?" The Life In The Community project has been all about finding answers to this question. The experiences of four organisations helped to understand the barriers they face in building a community life for people with high support needs. They assisted in exploring what makes things happen, what good support looks like and how people without specialist skills, knowledge or experience of learning disability have an important role to play in helping people achieve their ambitions. Above all, the project reinforced that "community" is founded upon relationships rather than a place or an activity. One of the necessary messages that commissioners and care managers should know is that "community connectors" played a vital role in people achieving those good outcomes. If the project has demonstrated that people with learning disabilities and high support needs can have better lives in the community, this book provides some ideas about how to make it happen. These tips include: (1) Know what community connecting looks like; (2) Getting to know someone; (3) Use gifts and passions; (4) Find out what's out there; (5) Use members of the community as your guides; (6) Use community groups; (7) Use your agency; (8) Build a circle of friends/support around someone; (9) Use third places; and (10) Be positive. (Contains a list of publications and websites. Also contains a DVD that accompanies the guidelines ito illustrate how some people with higher support needs have been helped to play a role in their communities.) [Financial support was provided by The Baily Thomas Foundation and the Mental Health Foundation.]

Social development stresses the importance of working together with others in life. The home setting can emphasize social development and its objectives of instruction. How should parents assist the child in quality social development in which good human relations exist? First and foremost, parents should serve as models to children for good human relations. Also, when oral communication takes place, the content discussed should go to all in the group, not the few--it is good practice to have ideas circulate among the group or family members. Respect for others in the home setting is also important. The "feeling dimension" needs to be involved in group work, and being involved in a group may not be adequate unless a person feels rewarded for contributions made. New concepts and vocabulary terms will and should arise in home conversation and discussions, and creative thinking should be emphasized within the discussion. In fact, critical thought should be stressed, and brainstorming may be stressed. This paper also discusses attitudinal development toward others, how to evaluate the quality of human relations in the home setting, citizenship development in the young child, and morality and the child. (NKA)

This document is the participant's manual for a 3-day training conference for professionals involved in transition and the independent living movement for individuals with disabilities. Preliminary information includes the conference agenda, background information on the trainers and the sponsoring organizations, and the learning objectives of the conference. The first section examines in some detail the decision in Olmstead v. United States in which the court ruled that unjustified isolation of people with disabilities is properly regarded as discrimination based on disability and requires states to provide community based services. The following sections address: (1) constitutional rights of people with disabilities; (2) outreach and identification strategies; (3) exploring the limits of community living (personal stories); (4) first meeting and initial planning; (5) identification of barriers and advocacy strategies; (6) housing; (7) states' use of home health, the Personal Care Services benefit, and waivers; (8) general guidelines for nursing facility transition; (9) a timeline for activities for transition; (10) developing a safety plan; and (11) cognitive impairment, guardianship, durable power of attorney, and Adult Protective Services. Eleven appendices include a glossary, checklists and forms, planning worksheets; a nursing home transition needs survey, and the texts of four presentations. (DB)

This information brief explains the Transition Service Integration Model, an approach to integrating service systems at the point of transition for youth with significant disabilities. It explains that the Transition Services Integration Model is designed to combine the resources of school and postschool systems in sharing the costs of a student-driven approach to transition planning during the last year of school, with the intended result of integrated employment with wages paid directly by the employer. The brief reports encouraging results from using this model, which has been piloted in several communities in California. It notes that 72% of students were employed at graduation as compared with 8% prior to model implementation. A case study of the San Francisco Unified School District's use of the model is offered. A table identifies seven features of the Transition Services Integration Model. These include: an organized community-based class of 8 to 10 youth with significant disabilities during their last year of school; employment in integrated settings during this year; non-work activities performed in normalized settings; and adult agency employment specialists working in conjunction with school personnel. (DB)

This report describes Neighbours, Inc., a nonprofit organization based in Franklin Park, New Jersey, that offers individualized supports for people with disabilities. In addition to the CEO and the director, the agency employs five advisors. These advisors each work to coordinate support for between five and seven people. Advisors, who typically have contact with the people they support at least once a week, provide a variety of supports including hiring personal assistants, working on scheduling and managing personal assistance services, looking for job opportunities, and building social networks. This report discuses the organization structure of Neighbours, how the agency provides supports toward full community life, housing supports, daytime supports, assisting individuals in expanding their social networks, advocacy efforts, and service brokerage. Critical factors to the success of Neighbours are identified and include: (1) linking agency practice to philosophy; (2) providing creative solutions to individual situations; (3) devoting resources to relationships and quality lives; (4) having a commitment to finding the funding to support integrated lives; and (5) using the best technology possible to help individuals achieve autonomy. Challenges to the program are also discussed and include dealing with the state bureaucracy and finding quality personal assistants. (CR)

This report compares the ethnicities of residents aged 18 and over, Gavilan students, and high school seniors from the cities of Gilroy, Hollister, and Morgan Hill for 1999-2000. The data was gathered from the 2000 census website, California Department of Education Dataquest website, and the campus MIS data warehouse. Some of the key findings of the report are as follows: (1) Gilroy has the closest congruence of students to non-students; (2) Galvin has proportionately more Native Americans but fewer White, non Hispanic from Hollister; (3) for Morgan Hill African Americans and Latinos are more numerous than expected and White, non-Hispanics less numerous than expected at Live Oak High relative to the city population aged 18 and over; and (4) Asians from Morgan Hill are less numerous than expected and Latinos from Morgan Hill are more numerous than expected at Galvin relative to the city population aged 18 and over. Overall, these differences in that data are explained by stating that a higher proportion of "minority" persons as students and fewer "majority" persons as students. The author concludes that further research should be completed in the form of a community survey. (MZ)

This guide to including children with special needs in community programs in New Jersey begins with a history of the inclusion movement, stressing the importance of personal experiences and beliefs and ways in which inclusion benefits everyone. The following chapter provides answers to 32 frequently asked questions on successful inclusion of children with special needs in community programs. Questions address definitions, benefits of inclusion, families and inclusion, the role of the program administrator, types of community programs appropriate for these children, program evaluation tools, health/safety issues, children who require diapering, and introducing the child with special needs to the other children and their families. The following section answers nine questions on the Americans with Disabilities Act. Thirteen questions and answers of especial interest to families are offered next and are followed by questions about child care options in New Jersey. A set of questions for program administrators to raise with parents completes Section 1 of the guide. Section 2 provides extensive resource and referral information, much of it specific to New Jersey, but also including a sample Child Planner, medication guidelines, Web site resources, and a list of national disability related groups. (DB)

This booklet explains the features and benefits of learning communities and summarizes Australia's experience with them. Part 1 traces the history of learning communities from the 1970s through the present, presents several definitions of the term "learning community," lists reasons for becoming a learning community, and explains the importance of cultivating diversity when establishing learning communities. Part 2 discusses the following key attributes of a learning community: (1) encourages lifelong learning; (2) promotes social cohesion; (3) builds partnerships; (4) provides learning opportunities for all; (5) encourages economic revival; (6) provides information; and (7) provides forums for discussion. Part 3 profiles the following Australian learning communities: Albury/Wodonga (New South Wales); Ballarat (Victoria); Mawson Lakes (South Australia); Salisbury West (South Australia); and Launceston (Tasmania). Each profile contains information on the learning community's key players, the partnerships they formed, and the learning community's benefits and future. Part 4, which is intended to serve as a tool in planning and checking the progress of local learning communities, presents questions covering the following broad areas: skills and attitudes for the job; defining the job; integrated organization; inclusive; communication; feedback; key learning needs; assessing progress; value for money; and learning from others. Part 5 lists 45 resources. (MN)

This article addresses the multicultural aspect of Central Asia in response to the discussion on diversity in U.S. classrooms. Many areas of the world are more diverse than the U.S., and these areas experience successes and failures with many of the same issues the U.S. is currently struggling with. Comparing the U.S. diversity debate with similar discussions in other areas of the world may provide an additional perspective on the issues of cultural identity, the search for common causes, and inter-ethnic cooperation. The article gives an overview of Central Asia's multiculturalism and discusses the following issues: "The Soviet Influence on Culture"; "Historical Claims and Present Predicaments"; "Language Rights"; "Affirmative Action"; and "Women and 'Family Values.'" (Contains numerous references.) (BB)

In response to the development of a National Children's Agenda (NCA) to improve the well-being of Canada's children, this document presents specific policy goals to ensure the inclusion of children with disabilities and their families in the NCA. These goals include: (1) establishing inclusive values, rights and approaches for healthy child development; (2) enhancing family economic security; (3) ensuring needed child and family supports at home and in the community; (4) fostering inclusive communities; and (5) strengthening civil society. It is argued that achievement of these five policy goals would provide the conditions for children with disabilities and their families to be fully included in Canadian society. Following sections identify what these goals mean, why each goal is important to including children with disabilities, what is needed to achieve the goals, and strategies to be pursued. Guidelines are then provided for building an inclusive NCA, including ensuring a policy framework that is cross-departmental and cross-governmental and identifying stepping stones for longer term reform. Appendices include a position paper calling for the inclusion of all children in the NCA, research findings on supporting families with children with disabilities, and key ingredients for community services. (CR)

This final report discusses the outcomes of a 4-year project designed to identify all children in Kentucky who are deaf-blind and provide training and technical assistance to improve the quality of special education and related services in Kentucky for children ages birth through 21 who are deaf-blind. The children are in integrated environments with programs designed to lead toward full community participation. Outcomes of the project included: (1) identifying students in Kentucky with deaf-blindness; (2) collaborating with agencies statewide to facilitate the delivery of a comprehensive array of services for students who are deaf-blind; (3) providing technical assistance on behalf of students on the Kentucky deaf-blind census; (4) supporting families of children on the deaf-blind census; (5) coordinating preservice and inservice training regarding deaf-blindness as part of the Kentucky's Comprehensive System of Personnel Development; and (6) coordinating transition planning through person-centered planning processes. The report discusses the context of the project, goals, activities, problems encountered and solutions, and implications for practice. A videotape, "Transdisciplinary Activity-Based Assessment for Learners with Deafblindness and Other Multiple Disabilities," hosted by Jennifer Grisham Brown, developed as part of the project. (CR)

This booklet for parents of young children with special needs provides a variety of child-rearing suggestions as well as an updated listing of resources. After an introduction which defines special needs and summarizes basic principles, the following chapters address: (1) the family as the most important support for a child; (2) the evaluation process; (3) relevant laws such the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act, and Parent Training and Information Centers; (4) services and supports available to children ages birth through 2 and beginning at age 3; (5) setting goals for the child; (6) the Individualized Family Service Plan and the Individualized Education Program; (7) fostering a child's social inclusion; (8) reaching out to others for support; and (9) helpful hints. A developmental progress chart is appended. Also appended is a resource list which includes 19 associations and organizations, 9 government agencies, 10 government-supported organizations, 4 hotlines and information lines, 2 Internet sites, 17 minority family groups, 12 regional offices of the Office for Civil Rights, 79 Parent Training and Information Centers, and 61 sources of state or territorial information. (Contains 15 references.) (CR)

This overview provides basic information on the causes of deaf-blindness and the particular challenges faced by individuals who are deaf-blind. Causes of deaf-blindness include various syndromes, multiple congenital anomalies, prematurity, congenital prenatal dysfunction, and various postnatal causes. Differences between people deaf-blind from birth and those adventitiously deaf-blind are noted. Challenges facing a person who is deaf-blind are identified, especially the learning of language, and orientation and mobility skills. Challenges facing the family, teachers, and caregivers are also discussed and suggestions are given in the areas of communication, orientation and mobility, individualized education, transition, and inclusion within the family. The paper stresses that individuals who are deaf-blind have a unique and valuable experience of the world and can have a high quality of life if they accept their condition, are provided educational experiences that help them maximize their abilities, and live in accepting families and communities. (Contains a descriptive guide to 7 organizations that offer help to families, caregivers, and teachers and an annotated list of 11 print resources.) (CR)

This set of materials consists of three research reports concerning cultural and linguistic acculturation of minority children, and information about Acculturation Quick Screen, a technique, which includes computer software, for measuring students' relative level of acculturation to the public school environment in the United States. The research reports include a study examining the presence of and interaction between educational and cultural/linguistic characteristics of children experiencing acculturation, and a two-part report of a study of five Colorado school districts that examined the assessment and instruction of culturally and linguistically diverse children, learners of English as a Second Language. The Acculturation Quick Screen method and software (Acculturation Quick Screen Wizard) based on this and other research are then described, and techniques for their use are discussed. (Contains tables and references.) (MSE)

This curriculum guide is intended to increase elementary students' awareness of their own and other people's perspectives, resulting in more open attitudes and flexible responses to diversity. Unique features include reflective questions for teachers, a focus on communicating content to families, and planned inclusion of students with disabilities. The curriculum is divided into four units which focus on: (1) the individual student's perspectives; (2) awareness of other people's perspectives; (3) learning to understand conflict; and (4) learning to work together. The 24 lesson plans are presented in the following format: intended grade level and time needed, learning objectives, materials, adult reflection questions, an introduction, suggested activities, closure activities, suggestions for home-school connections, suggestions for adaptations, and space for the teacher's notes. After an overview of the curriculum, the guide's sections provide explanations of the adaptation suggestions, guidelines for evaluation, and recommended ways to foster home-school connections and classroom community building. Also included are many instructional materials keyed to specific lessons and suitable for reproduction. (DB)

This guide evaluates more than 130 training curricula that were published or completed in or after 1987 and are targeted to training direct service staff or trainers of direct service staff working with people with developmental disabilities. The reviews are organized alphabetically by publisher. Topics and issues that were used to categorize the content of each training curricula include: (1) administration/management issues; (2) case management/service coordination; (3) challenging behavior; (4) community integration and participation; (5) early intervention; (6) educational issues; (7) employment/adult day services; (8) family supports; (9) health care, safety, and emergency issues; (10) human sexuality; (11) individual assessment; (12) intervention/treatment programming; (13) introduction to developmental disabilities; (14) legal issues, self-advocacy, and individual rights; (15) medical issues; (16) personal care special needs; (17) physical special needs; (18) public policy/planning; (19) residential services; (20) sensory and communication needs; (21) services to person who are elderly; (22) staff development issues; (23) and transitions from school to adult life. Each review contains information on the curricula's target audience, structure and content, strengths and weaknesses, topics and issues, settings, instructional formats, instructional modes, and overall rating.(CR)

This booklet for parents of young children with special needs provides a variety of child-rearing suggestions as well as a listing of resources. After an introduction which defines special needs and summarizes basic principles, the following chapters address: (1) the family as the child's most important support; (2) the evaluation process; (3) relevant laws (such as the Individuals with Disabilities Education Act) and the Parent Training and Information Centers; (4) services and supports available to children, ages birth through 2 and from age 3 on; (5) setting goals for the child; (6) the Individualized Family Service Plan and the Individualized Education Program; (7) fostering a child's social inclusion; (8) reaching out to others for support; and (9) helpful hints. A developmental progress chart is appended. Also appended is a resource list which includes 18 associations and organizations, 9 government agencies, 10 government-supported organizations, 4 hotlines and information lines, 2 Internet sites, 17 minority family groups, 12 regional offices of the Office for Civil Rights, 72 Parent Training and Information Centers, and 61 sources of state or territorial information. (Contains 15 references.) (DB)

This study surveyed educators in 30 school districts in Eastern Kentucky to examine the extent to which a grassroots movement toward inclusive schooling is developing, as well as teacher attitudes toward the Kentucky Education Reform Act (KERA) of 1990. Of the 3,393 questionnaires distributed, 651 were returned from 65 (of 178) schools. Generally speaking, teachers were divided in their assessment of the effectiveness of KERA reforms and also divided on their attitudes toward inclusion. Almost 81 percent reported that they have students with disabilities in their classrooms. Only 28 percent of these students spend the entire day with their peers and over 56 percent spend an hour or more each day out of the mainstream setting. Regular educators consistently reported lacking a close collaborative working relationship with special educators and that the dominant model for special education delivery continues to be a pull out or resource room approach. Many recommended practices appear to be implemented merely because "the state says we need to do this." The study finds the "mainstreaming" model rather than the "inclusive schools" model still dominates in Eastern Kentucky schools. Ten recommendations focus on nurturing the development of inclusive school communities, and the need for individuals and organizations to work for implementation of the recommendations. The survey instrument is appended. (Contains 24 references.) (DB)

This curriculum to foster the inclusion of students with disabilities is designed to be offered by educators in junior and senior high school settings. It is intended to bring together students with and without disabilities for classroom instruction, discussion, and experiential learning. The experiential component pairs students with disabilities who are experiencing social isolation and peers who serve as inclusion facilitators, in order to plan and participate in social and recreational activities in the community, identify and minimize barriers to inclusion, and expand students' social skills and options. The introduction offers guidelines for initiating and implementing the program, including getting administrative support and recruiting students. The 20 lessons combine disability-specific information with interpersonal skill building and practical experience in community settings. Among the topics covered by the lessons are: how people are alike, myths and misconceptions, quality-of-life issues, friendship, communicating with others, characteristics and needs of persons with autism and mental retardation, characteristics and needs of persons with physical and other disabilities, enhancing sensitivity, teamwork, legal and human rights, being an advocate, and self-determination. Lesson plans typically include an objective, a statement of key learning, a list of needed materials, suggestions for instructor preparation, a detailed lesson plan, and activity sheets. Attached is a list of associated videotapes and sample program forms. (DB)

This manual is a guide to Project MESH (Making Effective Schools Happen), a project which blends the "effective schools" research and change process with the values of the movement to include all students with disabilities in general education programs. The manual is based on the experience of two elementary schools in Washington State. The manual is organized around the key components of an inclusive school: (1) a description of the schools and the current program offerings at both schools; (2) the change process (an outline of the building-based change process as it occurred at each school); (3) teamwork (a discussion of effective teaming practices, teams as related to inclusion, and role descriptions); (4) a community of learners (an explanation of strategies for building community in schools and classrooms); and (5) individual student planning (an outline of the program planning process for students with moderate or severe developmental disabilities as well as discussion of curriculum adaptation). Appended are resource lists and Core Team meeting notes for each school for the project's first year. (Contains 71 references.) (DB)

This booklet, developed by parents of children with developmental disabilities, is intended to help policy makers understand major parental concerns about raising a child with a disability. The specific issues addressed are: (1) the special needs of families with a disabled child; (2) the right to community integration; (3) the continuing difficulties in obtaining appropriate care; (4) the continuing difficulty of obtaining an appropriate public education in the least restricted educational environment, as required by law; (5) the need for better integration of available services; (6) the continuing obstacles despite accessibility requirements under the law; (7) special medical care problems; (8) the continuing problems with employers despite relief offered by the Family and Medical Leave Act of 1993; (9) finances, a constant source of stress to these families; (10) the continuing lack of accessible transportation services; and (11) the future, the dream of a future where every child is happy, loved, and successful. Each section contains factual information about the issue, an analysis of how families are typically affected, and quotations by family members describing their specific experiences. The booklet concludes with suggestions for both policymakers and parents. (DB)

This package includes a guide for formation and implementation of community study circles on cultural diversity, an abridged version of the same text entitled "A Busy Citizen's Discussion Guide", for study circle participants, and a 23-minute videotape recording. The main guide begins with a section on the need for community conversations, based on democratic values, concerning our country and its communities. A subsequent section on use of the guide provides information on the principles underlying study circles, study circle organization, tips for intercultural collaboration, basic steps in creating community-wide dialogue, suggestions for study circle leaders, use of the videotape, and guidelines for participants. A section is devoted to addressing challenges in cross-cultural communication. Discussion materials for four sessions follow. Topics include: "Who Are We? The Many Faces of America"; "Bonds and Boundaries: Looking at Our Communities"; "Visions of America: What Ties Us Together?"; and "Making a Difference: What Can We Do To Build a Stronger Community in an Age of Diversity?". A list of additional readings on diversity and union and a list of additional resources for discussion and action are appended. The abridged participant guide contains pages 1-35 of the main guide. (MSE)

This curriculum guide provides classroom organizational guidelines, activities, and lesson plans to promote social interaction and the development of social competence in preschool children with disabilities or at risk for developmental problems or delays. The program is designed to include peers who are either developing normally or have higher levels of social competence. The curriculum focuses on six social interaction skills: sharing, persistence, requesting to share, play organizing, agreeing, and helping. An introductory chapter describes the curriculum including its history, development, and field testing. Chapter 2 focuses on the selection of specific children for the intervention. Chapter 3 is on organizing the classroom and scheduling for the program's implementation. Chapter 4 provides guidelines for implementing the social skills lessons with a sample intervention schedule for 100 days. Chapter 5 is on ways to promote generalization, and the final chapter is on ways to adapt the curriculum to different situations in the classroom. The first appendix provides directions for 21 specific intervention activities. The second appendix provides 25 lesson plans, many of which utilize the intervention activities and are grouped into the six social interaction skills of the curriculum. A glossary is included. (Contains 36 references.) (DB)

This manual provides information to caregivers on how to successfully develop a child care center that includes children with disabilities. The benefits of inclusion for children, parents, and providers are identified. Principles for developing an inclusive program are noted, such as developing a partnership with a special education agency. The guide stresses the necessity of developing a philosophical mission statement on inclusion, clarifying lines of authority and roles of administrators, and careful monitoring of money and contracts involved in inclusive programming. Also covered are annual, weekly, and daily schedules; space requirements; accessibility standards; the critical importance of training and staff development; strategies for family involvement; and the elements of successful collaboration. Indicators of a good inclusive program and factors that affect survival of inclusive programs are listed, including a match of values among families, the child care program, and the special education community; a community-wide philosophy of acceptance of diversity; and resolution of differences through a problem-solving strategy. The appendix includes a list of definitions/abbreviations, a guide for child caregivers for determining a child's need for services, a guide to staff teaming, a sample mission statement, and a listing of 14 resources (organizational, print, and videos). (CR)

This manual on health and safety considerations in caring for young children with exceptional health care needs is a product of Project EXCEPTIONAL (EXceptional Children: Education in Preschool Techniques for Inclusion, Opportunity-building, Nurturing And Learning), which has the goal of increasing the quality and quantity of inclusive child care and development options for California's young children (birth to age 5) with disabilities through development of a training model and materials to support the training of interagency community teams. The manual's text focuses on 10 key points: (1) the increasing need by children with disabilities for child care services; (2) the moral and legal responsibility of child care providers to include children with exceptional needs; (3) the rewards, risks, and responsibility of servicing these children; (4) the vast diversity in health-related conditions and need for individualized accommodations; (5) inclusion as a national, state, and local priority; (6) barriers to inclusion; (7) critical elements of quality child care; (8) best practices; (9) characteristics of a health supportive environment; and (10) the need to ensure the health and safety of every child. Much of the document consists of 13 appendices, including a listing of national parent organizations; a recommended training curriculum; authorization forms; discussion of safety issues, emergency contact information, and incident reports; recommended procedures for nutrition and feeding, diapering, and hand washing; universal precautions; information on childhood diseases; health condition fact sheets and record forms; medication records; and training activities. (DB)

This guide focuses on the use of low-end technology to make education more inclusive for children and adolescents with disabilities. The definition of "assistive technology" is discussed, and low-end technology is defined as simple modification/adaptation of toys and games, design and construction of simple switching devices, and the adaptation/ modification of academic tasks and activities to enhance full student participation. Individual sections discuss: the importance of matching low-end technology design with a user's needs; basic tools and supplies for getting started in low-end technology; uses for single switches; characteristics of the user to consider in deciding what type of switch to construct; and ways to construct single switching devices including push switches, pull switches, squeeze switches, movement switches, and metal to metal switches. Contains a list of sources for print materials and catalogs. (DB)

This book and video are based on a symposium of leaders in the fields of gifted education and middle-level education, which was held to identify and explore areas of agreement in often contrasting philosophies. Emphasis is on identifying areas of agreement between the fields, areas of tension, and promising directions that could engage educators in mutual planning of appropriate services for all middle-school students. The book includes the following papers: (1) "The Middle School: Mimicking the Success Routes of the Information Age" (Thomas O. Erb) which reviews the historical issues surrounding gifted education and middle-level education; (2) "Middle Schools and Their Impact on Talent Development" (Mary Ruth Coleman and James J. Gallagher) which describes two studies, one which compared attitudes of middle school and gifted educators and the other which looked at current best practices; (3) "Gifted Learners and the Middle School: Problem or Promise?" (Carol Ann Tomlinson) which outlines areas of tension between the two fields and suggests areas where leaders might collaborate; (4) "Differentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom" (Carol Ann Tomlinson) which provides specific suggestions for differentiating curriculum; and (5) "Instructional and Management Strategies for Differentiated, Mixed-Ability Classrooms" (Carol Ann Tomlinson) which provides a matrix of instructional strategies. Appendices include a list of symposium participants and the video script. The video presents views of symposium participants and gifted students on these issues and demonstrates students' needs for both integrated and separate learning experiences. (Contains a bibliography of 18 items.) (CR)

This training package includes a Facilitator Manual and a Participant Manual designed to provide information and instructional tools necessary to train Guam employers on awareness and skills related to the successful employment of individuals with disabilities. Module 1 dispels misconceptions and stereotypes related to disabilities. Attitudes and values which support and enhance inclusion and acceptance of persons with disabilities are presented, as well as appropriate language and terminology. Participants are provided with overviews of disabilities and practical suggestions for ways to work with persons who experience various disabling conditions. Module 2 provides information on local and federal laws and regulations related to employing persons with disabilities, particularly provisions of Title I of the Americans with Disabilities Act. Module 3 presents practical ideas and strategies to successfully employ persons with disabilities, including developing effective recruitment and hiring practices, identifying essential functions of jobs, identifying and developing accommodations, and developing effective post-employment practices. Each module includes a list of objectives and necessary materials and equipment. National and local resources on employment and the rights of individuals with disabilities are listed. (Contains 30 references.) (CR)

This packet contains six information pages providing basic answers to questions commonly asked by people involved with individuals who are deaf blind. The first one is on understanding deaf-blindness and addresses what the condition is, its impact on the ability to receive information, how the condition affects caregiver strategies, and what it is like to be deaf-blind. The second information page is on communication for individuals with deaf blindness. This page considers how such individuals communicate, how a caregiver can know which form of communication to use, the importance of a calendar system, the role of trust and bonding, and troubling behavior. The third information page considers behavior interventions for individuals with deaf-blindness. It discusses how deaf blindness and challenging behavior can be related, provision of more information to reduce behavior problems, teaching communication strategies, and the relationship of quality of life and communication/behavior. The fourth information page considers environmental modifications for individuals with deaf-blindness such as the need for special places, specific environmental changes, the importance of consistency and routine, reduction of visual and auditory "clutter," and modification of materials. The fifth information page discusses the importance of and ways to encourage active participation by individuals with deaf blindness. The last page lists six Texas resources for further information. (DB)

The purpose of this publication is to provide educators with useful information on and examples of how teachers and students can better communicate and learn in today's culturally diverse classrooms. Educators are offered background information and resources for increasing sensitivity and responsiveness to the needs of students of different cultures and enriching their students' curriculum by infusing it with a multicultural perspective. The publication is divided into five sections. Section 1 provides an overview of cultural diversity and the impact it has on U.S. schools. It also addresses the critical role teachers play in facilitating effective learning within culturally diverse classrooms. Suggestions are offered for becoming more sensitive to culturally diverse student and community populations. Section 2 features "Dynamite Ideas"--programs and projects that teachers have used successfully in addressing the needs of culturally diverse school populations. Section 3 presents a compilation of structured strategies for developing cross-cultural awareness and sensitivity and a wealth of thematic activities and related resources that can be used in the classroom. Section 4 provides annotated listing of state-level initiatives, resource centers and organizations, publications, curriculum guides, and training programs. The five appendices offer additional resources and information: "Helpful Hints for Working with New Limited English Proficiency (LEP) Students"; "74 Instant Ideas for Classroom Teachers with ESL Students"; "Sample 'Culturgram'"; "Chronological Reference of Key Historical Events Related to U.S. Ethnic Groups"; and "Myths and Facts about the 'Discovery' of America and Native Americans." (Contains 76 references.) (ND)

This guide for child care providers in South Dakota offers guidelines for including children with disabilities in child care services. The materials in the guide provide information on: what inclusive child care is; characteristics of the good child care provider; the importance of "child first" terminology; commonalities of all children; the importance of teamwork with the child's educational program providers and parents; requirements of the Americans with Disabilities Act; communication strategies for providers; strategies for managing small groups to include children with specific disabilities; answering children's questions about disabilities; equipment and adaptive devices; and evaluating and adapting toys. Also included are a suggested bibliography of children's books and descriptions of several South Dakota agencies that can provide additional assistance. (DB) (DB)

This guide is intended to help in planning inclusive educational programs for children and youth with deaf-blindness or other severe disabilities. The guide covers: the importance of "person first language" in referring to people with disabilities, the roles of all participants in the inclusive school community; increasing awareness; creating a working team; suggestions for team operation; including parents as partners; sharing information with parents; creative problem solving; planning for action; curriculum modification; adaptations and accommodations; instructional strategies; utilization of para-educators; encouraging friendhsips between students with disabilities and peers; use of peer buddies; the Circle of Friends activity; integrated related services; peer tutors; and McGill Action Planning System (MAPS); transition planning; and including children who are deaf-blind. Also provided are a list of inclusion values, an inclusion checklist for a school's self evaluation process, an assessment instrument for school district evaluation, an inclusion action plan form, a sample team meeting agenda form, and a listing of 43 print resources. (Contains 10 references.) (DB)

This manual presents the trainee's workbook and the trainer's guidelines for the fifth of six modules in a teacher inservice series developed to promote the unified effort of both regular and special education personnel in understanding and applying nationally recognized practices to implement fully inclusive education for students with diverse learning abilities and disabilities. Module 5 is on skills for involving nondisabled peers in the inclusive education setting. The trainee workbook is in the form of 24 transparency masters and 3 activities which provide information and practice on peer involvement objectives, informal assessment procedures, direct observation, event and duration recording, peer tutoring arrangements and guidelines, a peer tutor training model, designing cooperative learning groups, and lesson plans for cooperative learning groups. Appendices offer questionnaires and a sample peer tutor script. The manual for trainers offers specific objectives and suggested comments keyed to each of the transparencies, addressing the topics of planning for peer involvement, peer tutors, and cooperative learning. A pre/posttest is also included. (DB)

This curriculum focuses on providing students in grades 7 through 9 with information on the prevention of disabilities. Introductory material describes the curriculum's development; its overall goals; and its four elements (awareness, knowledge, application of knowledge, and life-style and behavior patterns). The introduction also provides background information covering definitions, prevalence, causes of disabilities, effects of disabilities, and prevention. A checklist provides a listing of key concepts and grade levels in which they are covered. Each of the three grade-level modules contains three units: one with general information; one aimed at attitudes and social inclusion; and one presenting methods for preventing disabilities. Lesson plans include one or more goals, specific objectives, suggested activities, evaluation options, and suggested resources. Each module also contains a section of teaching notes, which provides background information including facts, statistics, and charts, and a section of resources, which provides many of the teaching materials needed for the suggested activities as well as lists of suggested videotapes, sources for printed materials and brochures, and lists of organizations. A glossary is also provided. (Contains 48 references.) (DB)

This curriculum on supported employment for individuals with disabilities is intended for case managers in Montana and focuses on programs and processes relevant to the case manager's typical roles of long-range planning, coordination, and facilitation. Part 1 discusses the move toward inclusion, including its value, the concept of normalization, and past service delivery systems. Part 2 reviews the values and philosophies of supported employment, noting differences between traditional vocational programs and supported employment and characteristics of supported employment. Part 3 is on community integration, with information on how to facilitate social interactions. Part 4 discusses the referral process, the funding of supported employment services, how vocational rehabilitation works, and funding for extended services. Part 5 presents information on consumer assessment including different assessment procedures. Various employment advocacy activities are described in Part 6. Ways to establish supportive relationships in supportive employment are highlighted in Part 7, with suggestions on meeting the unique needs and desires of families and caregivers, job coach techniques that enhance supportive relationships with families, and addressing common concerns of families. Finally, Part 8 surveys the Supplemental Security Income system and Social Security Disability Insurance program. Each chapter includes a quiz for self-evaluation. (Contains 21 references.) (CR)

Four information briefs offer guidelines for educators of students with deaf-blindness in integrated or self-contained settings, concerning: (1) facilitating student interactions; (2) adapting classroom materials and activities; (3) grouping students to increase interaction; and (4) implementing cooperative learning strategies. To facilitate interactions, teachers are urged to increase student proximity, structure activities, model appropriate communicative behaviors, adapt environment and materials, and increase enjoyable and preferred activities. To adapt classroom materials and activities, teachers should develop multisensory materials, include the student's primary mode of communication, make appropriate adaptations in the physical environment, and use peers as a resource in determining appropriate adaptations. Grouping strategies suggested include peer tutoring, the buddy system, "special friends," and small groups. Basic elements of cooperative learning activities are identified including positive interdependence, face-to-face interaction, interpersonal and small-group social skills, individual accountability, and group processing. Examples are provided. (DB)

This is the third report from the evaluation of the Multicultural Education Program in Pittsburgh (Pennsylvania), a major effort to address racial and ethnic diversity in a middle school. Section 1 of the report provides background on the multicultural education movement and the aims of the Pittsburgh program. Section 2 describes the status of the program's challenges, presenting information on program implementation based on information from students, staff, and parents who are participants in the demonstration program. The third section describes the levels of implementation achieved and the implications of development to date. Seven program components have been developed to address the challenges of multicultural education: (1) conflict resolution; (2) cultural awareness; (3) learning and teaching styles; (4) cooperative learning; (5) multicultural curriculum; (6) parent and community involvement; and (7) elimination of tracking. The evaluation found mixed results at the Prospect Center, the school at which the program was implemented, but substantial progress was made at the district level. Multicultural education continues to be a priority for the Pittsburgh Public Schools, but the responsibility for change resides mainly in the individual schools. An appendix contains a policy statement on multicultural education, and student, staff, and parent surveys. (Contains 13 figures and 32 tables.) (SLD)

This packet of materials describes the experience of personnel at Poultney (Vermont) Elementary School in transitioning a student with multiple disabilities from a special day school into a regular third grade classroom. The materials outline pros and cons of the inclusion concept, requirements for inclusion to be successful, the collaborative teaming process, the mother's perspective, and a classmate's point of view. Guidelines are offered for completing an action plan for transition. Steps include: (1) identify planning team; (2) create a home-school partnership; (3) create and share forms that outline student strengths and needs; (4) identify potential classroom placements; (5) select initial classroom placement; (6) determine student's core teaching team and service coordinator; (7) identify existing available resources; (8) identify resources currently provided for the student and those anticipated for next year; (9) consider accessibility issues; (10) describe a typical week's schedule; (11) determine when individual goals/objectives might be addressed within the schedule; (12) develop daily schedule; (13) do lesson adaptations; (14) develop specific transition activities; (15) plan for peer power; (16) determine inservice needs; and (17) develop a system for planning team communication. (JDD)

Through technology, students with disabilities are identifying new options for participation, exerting more control, making more choices, and interacting more effectively. Inclusion, as a policy and as a practice, is reducing the physical and social isolation encountered by individuals and families, broadening expectations, reducing limits, and expanding choices. Technology and inclusion go hand in hand. Without technology supports and accommodations, many students cannot take full advantage of education. Without the opportunities for interaction found in inclusive settings, students cannot truly demonstrate their abilities. The following areas should be analyzed to determine whether technology support has the potential to facilitate the child's participation: (1) transportation to and from school and related events; (2) physical access; (3) classroom/library equipment and modifications; (4) shop/vocational education; (5) lunchroom; (6) playground/gym; (7) evaluation/assessment; (8) curriculum; (9) Individualized Education Program or Individualized Family Service Plan; (10) training; and (11) planning and policy. Several questions to consider in analyzing each area are listed. (JDD)

This manual is intended to help educators and families address students' behavioral problems so that students with emotional and behavioral difficulties can be included in regular education. Chapter 1 is an introduction and uses vignettes to identify supports that students, educators, and families say they need. Chapter 2 offers case studies on how to devise a support plan for students with challenging behavior. A team approach is emphasized. The third chapter focuses on establishing the collaborative team. It provides checklists for educators and families, identifies who should be on the team, and considers how such teams make decisions and solve problems. Chapter 4 considers the importance of getting to know the student and understanding the problem behavior's functions. The fifth chapter offers suggestions for identifying student supports, including ways to facilitate students supporting each other and the effects of various teaching styles. The selection and teaching of replacement behaviors are discussed in the sixth chapter. Chapter 7 looks at the importance of appropriately responding to challenging behaviors, noting the effects of emotion, school discipline policies, and the need to neutralize a tense situation and refocus students. The final chapter focuses on specific ways to include students with challenging behavior in regular class activities, monitor progress, and plan transitions. Attached is a list of 84 recommended resources. (Contains 18 endnotes.) (DB)

This career planning guide is intended for college students with disabilities who desire careers in science, mathematics, or engineering. The booklet reflects the experiences and advice of 286 individuals with disabilities who are in these careers or preparing for them. The first section focuses on the personal autonomy available in the college setting. The second section suggests sources of information about available college support services, financial aid, and suggestions to facilitate adjustment. A checklist allows the student to assess needs for his/her specific disability. Next, choosing a major is discussed as well as making connections with faculty members, students, and other people with disabilities. Assistive technology for students with vision impairments, hearing impairments, and mobility impairments is addressed and the importance of being familiar with federal laws that protect students with disabilities is stressed. The following section focuses on communication, including communicating one's special needs and the importance of making contacts with other people. The final section notes the importance of maintaining a sense of humor and achieving real competence in one's chosen field. Interspersed throughout the booklet are photographs of successful individuals with disabilities and quotes giving their advice. (DB)

This handbook is the fruit of two projects of the University of Minnesota's College of Education: (1) the Dowling Friendship Program, a 3-year project at a public elementary school in Minneapolis in which children with and without disabilities participated in a variety of recreation activities during school, after school, at each other's homes, and at neighborhood recreation centers; and (2) a statewide survey of best practices in inclusive recreation based on responses from 484 community recreation agencies. The book proposes that recreation can be a powerful vehicle for promoting friendships between children with and without disabilities, with the word "recreation" referring to both structured as well as informal activities. In Chapter 1, children talk about friendship, parents talk about their children's friendships, and school personnel talk about their students' friendships. Chapters 2 and 3 focus on common barriers to friendship and examine what families, school staff, and community recreation staff can do to encourage friendships. Chapter 4 presents suggestions for facilitating friendship development in recreation activities. It discusses planning for friendship using focus groups, offers 10 guidelines for facilitating friendships and tips for leading small groups, and suggests how to avoid common problems. Appendixes contain a 21-item bibliography, information about the Dowling Friendship Program, interviews with the Principal and Integration Specialist of the Dowling Urban Environmental Learning Center, and indicators of quality in integrated community recreation. (JDD)

Learning activities are presented to promote awareness of hearing impairments and to help children understand and accept people with disabilities. Through games, stories, information, and personal dialogue, students learn about hearing loss and communication methods as well as the broader issue of differences and the experience of being disabled. Some of the learning activities can be used in studies of language, math, science, art, social studies, and religious education. For each instructional unit, the learning objective is identified, along with materials needed and instructional strategies. Topics of the units include: people's similarities and differences, ideas and feelings about disabilities, how the ear works, types of hearing loss, how children with normal hearing learn to talk and ways that hearing-impaired children are taught to speak, lipreading and sign language, hearing aids, and practical problems encountered by people who are deaf. Appendices list 13 books for children about hearing impairment, 4 books on sign language, 6 resource organizations on deafness, a diagram of the human ear, the American manual alphabet, 12 lipreading sentences, a diagram of a hearing aid, and 4 scenarios involving interaction with a person with a hearing impairment. (SW)

This guide provides instructions on implementing a low-budget public relations (PR) program to improve acceptance and integration of students with disabilities. Sixteen steps for a PR program and the use of multiple methods of publicity are outlined. Topics covered include: using appropriate terminology when writing or talking about disability issues; attitudes that promote or inhibit inclusion; types of publicity (such as press releases, press kits, public service announcements, radio and television talk shows, news conferences, videos, flyers, and displays); involving parents and soliciting volunteers; working with community organizations, postsecondary institutions, and businesses; participation of school personnel; possible topics for brochures and newsletters and their effective layout; possible topics for a speakers bureau and speaking tips; and special techniques for maximizing resources in a rural community. A sample press release is provided, and a guide to print and broadcast media in Utah is appended. (Contains 27 references.) (SW)

The goal of this curriculum is to assist educators to develop a classroom community in which all children, including those with significant disabilities, feel good about themselves and work together to support the active learning and valued membership of all class members. The specific goal of the lessons is to promote positive self-concept and effective interpersonal skills. The lessons are intended to help children in grades K-4 recognize their own strengths and the strengths of other children regardless of (and in many cases because of) their differences. The lessons teach children that everyone needs to feel accepted and included. The four lessons are: "Including Everyone: We All Need To Belong,""Liking Myself: Self-Esteem Is Important,""Making and Keeping Friends: Everybody Needs a Friend," and "Cooperating with Others: Together We Can Do It." Each of the lessons includes an introduction of the topic using children's literature, discussion questions, and activities. Appendices contain materials for use in implementing the learning activities. (JDD)