WorldCat Identities

Special Education Programs (U.S.)

Overview
Works: 426 works in 762 publications in 1 language and 17,581 library holdings
Genres: Handbooks and manuals  Directories  Periodicals  Interactive multimedia  Terminology  Bibliography  Life skills guides 
Classifications: LC4031, 371.94
Publication Timeline
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Most widely held works by Special Education Programs (U.S.)
Tool kit on teaching and assessing students with disabilities( )

4 editions published between 2006 and 2008 in English and held by 481 WorldCat member libraries worldwide

Gender matters : training for educators working with students with disabilities by Harilyn Rousso( Book )

2 editions published in 2002 in English and held by 432 WorldCat member libraries worldwide

Teaching children with attention deficit hyperactivity disorder : instructional strategies and practices( Book )

3 editions published in 2008 in English and held by 366 WorldCat member libraries worldwide

Teaching children with attention deficit hyperactivity disorder : instructional strategies and practices( Book )

2 editions published in 2004 in English and held by 339 WorldCat member libraries worldwide

Directory of selected early childhood programs( )

in English and held by 320 WorldCat member libraries worldwide

Application for new grants under the Individuals with Disabilities Education Act (IDEA) : fiscal year 1998( Book )

2 editions published in 1998 in English and held by 219 WorldCat member libraries worldwide

Continuation application for grants under training personnel for the education of the handicapped( )

in English and held by 218 WorldCat member libraries worldwide

Technology for students with disabilities : a decision maker's resource guide by Alexandria, Va National School Boards Association( Book )

2 editions published in 1997 in English and held by 209 WorldCat member libraries worldwide

This guide presents strategies for applying technology to help students who have cognitive and physical disabilities, and shows how technology is useful not only in presenting curriculum and assessing students, but also in the administration and organization of special education programs. Case studies and descriptions of state-of-the-art applications illustrate how technology can help students with disabilities master complex materials and basic skills and how technology can support educators in assessing and evaluating students' progress. Chapter 1 describes the most common challenges associated with educating children with disabilities and discusses research-validated approaches in assistive instruction and assessment technologies. Chapter 2 demystifies the process of determining what technology will best meet student needs and discusses the cost effective acquisition of those technologies. Chapter 3 delineates strategies necessary to ensure that technology investments produce continuous learning improvements, including the establishment of a technology team and devising a long-range technology plan. Chapter 4 provides assistance in finding the help needed to make technology "pay off." It includes an extensive resource list that provides contact information and describes national, state, and local organizations, information centers, clearinghouses, and research group that provide services, information, and demonstrations of technology. An appendix includes relevant federal documents on assistive technology. (Cr)
New application for grants under certain direct grant programs( Book )

2 editions published in 1995 in English and held by 203 WorldCat member libraries worldwide

Curricula for high-risk and handicapped infants by Joan D Anderson( Book )

3 editions published between 1982 and 1984 in English and held by 201 WorldCat member libraries worldwide

Five papers on curricula for high risk and handicapped infants are presented, along with information on 63 curricula, 17 publications, and organizational resources. The first chapter, "Theoretical Bases and Pragmatic Considerations" (C. Dunst) examines major philosophical and theoretical perspectives and problems in infant intervention approaches. Chapter 2, "Infant-Centered Curricula" (N. Johnson, K. Jens), discusses curriculum content, assessment and teaching strategies, and instructional material evaluation. In Chapter 3, "Focus on the Family" (J. Swanson), parent/child interaction and parents as teachers are considered. The fourth chapter, "Contingency Intervention" (R. Brinker, M. Lewis), discusses the use of operant conditioning with moderately handicapped and multiply handicapped infants. Chapter 5, "Intervention with the Very Youngest" (N. Sweet, et al.), describes the characteristics of premature, ill, and disabled newborns and considers developmental intervention. The remaining bibliographic sections were developed by J. Anderson and J. Cox. Sixty-three curricula are arranged alphabetically by title and include author, publication data, format, cost, ordering information, and a description of content and organization. In addition, short descriptions and cost availability information are presented for 17 resource publications on handicapped child screening, assessment, and curricula. Finally, 17 national organizations that can provide information about infant intervention and special education are listed with addresses and telephone numbers. (Sew)
Directory( )

in English and held by 194 WorldCat member libraries worldwide

Ongoing data collection for measuring child progress by Meave, Ed Stevens-Dominquez( Book )

2 editions published in 1982 in English and held by 191 WorldCat member libraries worldwide

Practical information is supplied that can be directly applied to early childhood projects and used for staff inservice in data collection procedures. This information assists in documenting the overall effectiveness of an approach and aids in making the frequent educational decisions to ensure the child is benefiting from instruction. Separate chapters discuss: (1) starting up with data-based programs (by Eugene Edgar); (2) a simplified method of data collection for inappropriate behaviors (by H.D. "Bud" Fredericks); (3) collecting data on social skills (by Karen J. Morris); (4) assessment and modification of cognitive processes of handicapped children (by William A. Bricker and others; (5) measuring motor behavior (by Philippa H. Campbell and others); (6) developing language through communicative interaction (by Linda L. Lynch and Johanna L. Lewis); (7) measuring self-help skills (by William G. Moore); and (8) data-based program change decisions (by Owen R. White and Norris G. Haring). (Pn)
Fiscal year 1997 application for new grants under the Individuals with Disabilities Education Act (IDEA)( Book )

2 editions published in 1997 in English and held by 170 WorldCat member libraries worldwide

Special study on terminology : comprehensive review and evaluation report( Book )

2 editions published in 1985 in English and held by 163 WorldCat member libraries worldwide

Developing social competence for all students by Claudia G Vincent( )

1 edition published in 2002 in English and held by 0 WorldCat member libraries worldwide

Identifying and treating attention deficit and hyperactivity disorder : a resource for school and home( )

1 edition published in 2003 in English and held by 0 WorldCat member libraries worldwide

Understanding sensory integration by Marie E DiMatties( )

1 edition published in 2003 in English and held by 0 WorldCat member libraries worldwide

Opening doors : technology and communication options for children with hearing loss( )

1 edition published in 2006 in English and held by 0 WorldCat member libraries worldwide

 
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Audience level: 0.44 (from 0.36 for Gender mat ... to 1.00 for Standards ...)

Associated Subjects
Arizona Attention-deficit-disordered children--Education Attention-deficit hyperactivity disorder--Diagnosis Awards Behavior modification Child psychopathology Children with disabilities--Education Children with disabilities--Education (Preschool) Children with disabilities--Education (Preschool)--Curricula Children with disabilities--Education--Law and legislation Classroom management Curriculum planning Deaf children--Means of communication Deaf--Means of communication--Technological innovations Deafness in children Early childhood education Education, Preschool Educational accountability Educational evaluation Educational technology Educational tests and measurements Educational tests and measurements--Standards Education--Parent participation Federal aid to education Federal aid to services for people with disabilities Future Farmers of America Grants-in-aid Handicapped Children's Early Education Program (U.S.) Hearing disorders in children--Diagnosis Hyperactive children--Education Individuals with Disabilities Education Act (United States) Learning disabled children--Education Learning--Research Mainstreaming in education--Research Mentally ill children--Education No Child Left Behind Act of 2001 (United States) People with disabilities--Services for--Finance Problem children--Behavior modification Proposal writing for grants Research grants Senses and sensation in children Sex differences in education Special education Special education--Law and legislation Special Education Programs (U.S.) Students with disabilities--Education Students with disabilities--Education--Curricula Teachers of children with disabilities--In-service training United States Women with disabilities--Education
Alternative Names

controlled identityUnited States. Office of Special Education

controlled identityUnited States. Office of Special Education and Rehabilitative Services

OSEP

United States. Department of Education. Office of Special Education Programs

United States. Office of Special Education and Rehabilitative Services. Special Education Programs

United States. Office of Special Education Programs

United States. Special Education Programs

United States. Special Education Programs Branch

Languages
English (54)