Abstract: The 1997 amendments to IDEA mandated that individualized education programs of students with disabilities include information about student's participation and progress in the general curriculum. Although there is general agreement with the intent of the access to the general

The identification of the types and intensity of services and community supports needed to pro-mote optimal development in at-risk infants has received little attention. This gap has resulted in children and families that are over-, under-, or mis-served. We describe an innovative process, be-ginning within the first week of neonatal intensive care unit admission, for determining the types and intensity of developmental and family support services that may be indicated. The approach, referred to as SORT, the System of Risk Triage, juxtaposes an infant’s biological-biomedical risk conditions with psychosocial-physical environment circumstances to determine the infant’s risk for subsequent developmental delays/disabilities. The determination of each infant’s risk profile implies a list of service options that may be shaped according to each infant’s needs and each family’s interests. Although the SORT has been used in neonatal intensive care units nationwide, the process and framework have potential for broader application. Key words: biological risk, environmental risk, family, intervention, newborn, neonatal intensive care unit, prevention SINCE the passage of Public Law 99-457in 1986, the early identification of chil-dren who might later express developmen-tal delays/disabilities has gained emphasis. Even though the law, now referred to as the

The term “homeless children and youth”— A. means individuals who lack a fixed, regular, and adequate nighttime residence…; and B. includes — 2. children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement; 3. children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings… 4. children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and 5. migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

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lan-guage, and behavior problemsare likely candidates for Individ-

Requirements under Part B of the

Changes in the legislative history of specialized education for students of limited English proficiency are described in th3:, paper, beginning with the authorization of the Bilingual Education Act of 1968 and going through the reauthorizations of the Act in 1974, 1978, 1984, and 1988. Imporcant

of procedural compliance with the Individuals with Disabilities Education Act, substantive content of goals and objectives written, and congruence between present level of performance statements and types of annual goals written. Results were analyzed across special education classification and school district

This document addresses issues in the identification of children with specific learning disability (SLD) in the context of reauthorization of the Individuals with Disabilities Education Act (IDEA). It first reviews current requirements in federal law, noting discrepancies in the regulations