Do Residential Schools and Local Education Agencies Collaborate to Improve the Transitions of Students with Visual Impairments?

It is important for residential schools for students with visual impairments to collaborate with students’ local education agencies (LEAs), especially during transitions from one school to another. This study explored whether these schools are collaborating with LEAs, how the collaborative process is defined, what the benefits of such collaboration are, and what changes in the process the schools would like to see.

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A Model Assessment Program

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x9308700611 ◽

1993 ◽

Vol 87 (6) ◽

pp. 190-193 ◽

Cited By ~ 1

Author(s):

S.A. Curry

Keyword(s):

Visual Impairments ◽

Educational Needs ◽

Model Assessment ◽

Educational Setting ◽

Program Model ◽

Assessment Program ◽

Local Education ◽

Education Agencies ◽

Local Education Agencies

The Assessment Program of the California School for the Blind is designed to assist local education agencies (LEAs) to identify the educational needs of students with visual impairments. Students who are referred to the program undergo a week-long assessment with their parents at the school, the report of which is forwarded to the LEA and their parents, so the children can be placed in an appropriate educational setting. This article describes the philosophy and program model and discusses the value of the model and how it can be replicated.

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Suspension and Expulsion of Handicapped Students: National Trends and the Case of Virginia

Behavioral Disorders ◽

10.1177/019874298901500104 ◽

1989 ◽

Vol 15 (1) ◽

pp. 35-40 ◽

Cited By ~ 2

Author(s):

Antonis Katsiyannis ◽

Doug Prillaman

Keyword(s):

Federal Legislation ◽

Exceptional Students ◽

Local Education ◽

Education Agencies ◽

National Trends ◽

Local Education Agencies ◽

Suspension And Expulsion

The purpose of this study was to determine the nature of written policies regarding suspension and expulsion of handicapped students in local education agencies in Virginia. Existing policies were examined in light of six components derived from the review of federal legislation, litigation, and model policies from other states. In addition, responses to a questionnaire were summarized and analyzed to enhance understanding of the use of these procedures with exceptional students in Virginia. Synthesis and refinement of this information produced components of a model procedure that reflects up-to-date trends in disciplining exceptional students.

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Transition and other Services for Handicapped Students in Local Education Agencies

Council review ◽

10.1177/001440298905500405 ◽

1989 ◽

Vol 55 (4) ◽

pp. 315-320 ◽

Cited By ~ 6

Author(s):

James S. Fairweather

Keyword(s):

Special Education ◽

Special Education Administrators ◽

Vocational Programs ◽

Employment Opportunities ◽

Related Services ◽

Adult Services ◽

Local Education ◽

Education Agencies ◽

Education Administrators ◽

Local Education Agencies

A survey was conducted among special education administrators in 1,450 local education agencies (LEAs) nationwide, to determine the availability of vocational programs and transition-oriented services for handicapped youth. Results showed that most LEAs offer at least some vocational programs; transition-oriented services are not as frequently available, particularly in smaller LEAs. In addition to size of LEA, community employment opportunities and the availability of adult services were related to whether an LEA offered any transition-related services.

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