Plotting Your Course
Person centered planning is a strength-based technique where a collaborative team supports an individual with a disability and his/her family through the process of fully integrating him/her into the community. Each person centered planning method has its own unique strategies, but all share a set of common steps that include: Assembling a group of people, developing a personal profile and a vision for the future, solving problems and creating an action plan, and creating connections.
Leaders in the development of person centered planning include Beth Mount, John O’Brien, Connie O’Brien, Michael Smull, Susan Burke-Harrison, Marsha Forest and Jack Pearpoint. This manual provides information about Essential Lifestyle Planning (ELP), MAPS, Planning Alternative Tomorrows with Hope (PATH) as well as other methods.
Quality Indicators for Effective Inclusive Education Manual
Quality Indicators are statements of specific practices that have been documented through research and/or school-based experiences to promote the creation of inclusive learning communities where all students can be successful. The Quality Indicators listed in this Manual have been identified through an extensive review of research literature and examination of similar documents developed by eight states that have successfully used Quality Indicators to advance inclusive education practices in their schools. Input on the New Jersey Indicators was obtained from administrators and teachers across the state and piloted in schools in five New Jersey districts.
Guía De Indicadores De Calidad Para La Educación Inclusiva Eficaz
Consejo de Discapacidades del Desarrollo de Nueva Jersey Coalición para la Educación Inclusiva de Nueva Jersey
Response To Intervention Multi-Tiered Systems Of Support (RTI/MTSS) Guide
Part 1-NJ RTI MTSS Guide Introduction
Part 2-Minimum Criteria RTI MTSS Implementation
Part 3-RTI MTSS Implementation Guide
Part 4-Pop Ups for Implementation Guide
Part 5-Suggested RTI MTSS Resources"
New Jersey children with disabilities have been segregated for decades. In 2007, parents and advocates frustrated with exclusionary practices filed a federal lawsuit to compel the New Jersey Department of Education (NJDOE) to reduce unnecessary segregation.
Supported by the plaintiffs in the case, experts obtained the statewide data on student disability labels, school placement, inclusion, and other factors in 2012 and selected a statewide fair and representative random sample of students. The study of the sample revealed New Jersey’s non-compliance with the central requirements of federal law to educate students in the Least Restrictive Environment (LRE). This scientific investigation of the special education system no doubt contributed to the NJDOE settling the lawsuit in 2014. This report is an explanation of what the expert witnesses did in their investigation, and what they found.