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Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their expectations to students and provide the structure that some will need in order to function in the classroom. Using the job of an air traffic controller as an analogy may help teachers clearly communicate the strategies they will employ in the instructional environment and help students with and without disabilities remain academically engaged in meaningful learning activities. Empirically supported critical features of effective classroom management include strategies that maximize structure and predictability and fit nicely within the analogy. This article describes these strategies. [ABSTRACT FROM PUBLISHER]

Self-directed Individualized Education Programs (IEPs) allow students to assume leadership and become actively involved in the decisions made at their IEP meetings. This article describes how through direct instruction, social skills discussion, active practice, and role-playing students are prepared to facilitate their meeting. This active participation encourages empowerment and ownership by the student. Teacher attitude and support are critical to the success of the process. This training is an important tool in assisting teachers to promote their students to become self-advocates in their postsecondary decisions and responsibilities. [ABSTRACT FROM AUTHOR]

Describes a person-centered planning approaches for involving students and their families actively on the process of transition from high school. Reference to the Rehabilitation Act Amendments of 1992 and the Individuals with Disabilities Education Act; Details on the development of a personal profile of students. INSET: What is person-centered planning?..