Rules and regulations to govern the administration and operation of special education.

[Contains] rules and regulations ... prescribed by the Division of Special Education."

Special education administrative manual.

Title from memorandum.

Special education certification and approval requirements and procedures.

Caption title.

Special education policies and procedures.

"January 2001."

Special education policies and procedures review checklist.

"January 2001."

Special education for your handicapped child : your legal rights.

Cover title.

State aid for pupil transportation : a distribution formula based on average costs : special education transportation program costs and services : fifteen case studies /

A report of the Illinois State Aid Equalization Study.

Statistical data for special education services; annual report.

Description based on: fiscal year 1969; title from cover.

The Illinois plan for special education of exceptional children; children who are blind.

Earlier ed., Illinois plan for special education of exceptional children; the visually defective, compiled by Ray Graham.

[Special education expenditure and receipts summary report] /

Illinois school districts are required to compile a report to identify special education expenditures; receipts from state, federal and local source; and net special education expenditures over receipts. The Illinois State Board of Education then calculates these expenditures and receipts to prepare an annual report to the Governor and Illinois General Assembly (effective 8/30/2007).

Information about the Office of Special Education and Rehabilitative Services.

Shipping list no.: 90-693-P.

Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

The aim of the study is to investigate how special education teachers talk about their teaching in relation to bilingual students with dyslexia within Swedish compulsory schools. Data consist of transcripts from in-depth interviews with 15 special education teachers. According to the teacher narratives, the special education services appeared to be biased against bilingual students, as the support provided to bilingual students with dyslexia was revealed to be more or less the same as that provided to monolingual Swedish-speaking students with dyslexia. This bias is discussed in relation to the notion of difference blindness as well as in relation to practical constraints. Nevertheless, the teachers strongly advocated collaborative work with mother tongue teachers in order to facilitate dyslexia identification in bilingual students and to gain a more comprehensive picture of their language and literacy competencies, which is a desire that contrasts and contests a pedagogical monolingual master model within special education services.

Examining Special Education Teacher Preparation Programs

Thesis (Master's)--University of Washington, 2016-06