IWC has had a big year. What important lessons has replica IWC learned from such digital performances? We have made significant progress in the connection between people and the efficiency of all of us in being able to communicate with more people in a one-to-one manner compared to the preview period. Be able to do… Read More »
Mary Magee Quinn, Ph.D., Deputy Director, Center for Effective Collaboration and PracticeRobert A. Gable, Ph.D., Research Fellow, Old Dominion UniversityRobert B. Rutherford, Jr., Ph.D., Research Fellow, Arizona State UniversityC. Michael Nelson, Ed.D., Research Fellow, University Of KentuckyKenneth W. Howell, Ph.D., Research Fellow, Western Washington UniversityThe document has been broken up into several smaller pages for… Read More »
Since the passage in 1975 of P.L. 94-142 – now the Individuals with Disabilities Education Act (IDEA) – special education expenditures have risen substantially as programs and related services for students with disabilities have become a major component of the nation’s overall educational enterprise. As a result, policymakers at the federal, state, and local levels… Read More »
Below is a collection of articles and fact sheets on strategies to prevent school failure and antisocial behavior. The collection was prepared by the Center in February 1997. References are included at the end of each article. aqua.gif (326 bytes) Why Are We Surprised?aqua.gif (326 bytes) Paying Now or Paying Lateraqua.gif (326 bytes) Preventing School… Read More »
Antisocial behavior involves “…recurring violations of socially prescribed patterns of behavior,” such as aggression, hostility, defiance, and destructiveness (Walker, Colvin, and Ramsey, 1995). Currently, between four and six million children and youth in schools have been identified as antisocial (only some of whom are identified as having an educational disability), and the numbers are increasing… Read More »
New! The module on Students with Emotional Disturbance, from OSEP’s 20th Annual Report to Congress.The U.S. Department of Education released the Final Regulations for the 1997 amendments to the IDEA.Read the Disciplinary Guidelines regarding the 1997 amendements to the IDEA.The text of the Individuals with Disabilities Education Act Amendments of 1997 is available.Check out national… Read More »
Adelman, H. S. (1996). Restructuring education support services and integrating community resources: Beyond the full service model. School Psychology Review, 25, 431-445.n Adelman, H. S. & Taylor, L. (1994). Pupil services and education reform. Paper presented at the “Safe Schools, Safe Students: A Collaborative Approach to Achieving Safe, Disciplined and Drug-Free Schools Conducive to Learning”… Read More »
Table of ContentsOrganizations Supporting This GuideLetterExecutive SummaryA Guide to Safe SchoolsAbout This GuideUsing the Guide To Develop a Plan of ActionCharacteristics of a School That Is Safe and Responsive to All ChildrenEarly Warning SignsPrinciples for Identifying the Early Warning Signs of School ViolenceEarly Warning SignsIdentifying and Responding to Imminent Warning SignsUsing the Early Warning Signs… Read More »
Section 3: What to Look ForEarly Warning SignsWhy didn’t we see it coming? In the wake of violence, we ask this question not so much to place blame, but to understand better what we can do to prevent such an occurrence from ever happening again. We review over and over in our minds the days… Read More »
Contenido Organizaciones que apoyan esta guíaCartaResumen principalUna guía para tener escuelas segurasAcerca de esta guíaCómo usar la guía para desarrollar un plan de acciónCaracterísticas de una escuela que es segura y que esta lista para responder a todos los niñosSeñales de advertencia tempranasPrincipios para identificar las señales de advertencia tempranas de la violencia en la… Read More »