1. Getty and Summy (2004) offer information about due-process procedures.

2. Ormsbee (2001) offers guidelines and forms that can foster the success of the prereferral process. Craig, Hull, Haggart, and Perez-Selles (2000); Baca and de Valenzuela (1998); and Ortiz and Wilkinson (1991) describe effective prereferral models for use with students from culturally and linguistically diverse backgrounds.

3. Clark (2000), Etscheidt and Bartlett (1999), and Roberts and Baumberger (1999) offer guidelines for developing and evaluating IEPs, including selecting goals and objectives for IEPs, and determining supplementary aids and services.

4. Parette, Huer, and Hourcade (2003) and Parette and McMahan (2002) offer guidelines that IEP teams can use to identify and address the assistive technology goals, expectations, cultural values, and commitments of families.

5. Wood, Karvonen, Test, Browder, and Algozzine (2004) identify ways to include self-determination and self-advocacy goals in IEPs. (Chapter 6 contains strategies for promoting self-determination and self-advocacy.)

6. Steere and Cavaiuolo (2002) offer guidelines and strategies for identifying and addressing transition planning in the IEP process.

7. Van Dycke and Peterson (2003) offer a process for helping students develop their IEP goals.

8. Dabkowski (2004) and Rock (2000) provide guidelines that you can use to facilitate the involvement of family members in the IEP process. Browder and Lohrmann-O'Rourke (2001) offer strategies for helping nonverbal students participate in IEP meetings.

9. Mason et al. (2004); Torgerson et al. (2004); Hapner and Imel (2002); Zickel and Arnold (2001); and Martin, Marshall, Maxson, and Jerman (1996a, b) developed objectives, lesson plans, strategies, instructional materials to teach students how to be actively involved in the IEP process.

10. Menlove, Hudson, and Suter (2001) outlined the factors that limit the involvement of general education teachers in the IEP process and strategies for increasing their participation, including a survey to evaluate the IEP meeting.

11. Lingugaris-Kraft, Marchand-Martella, and Martella (2001); Walsh (2001); and Matlock, Fielder, and Walsh (2001) offer guidelines, strategies, and forms that can assist you in writing IEP goals and aligning them to the general education curriculum.

12. Koppang (2004) offers guidelines for conducting curriculum mapping.

13. Telzrow and Bonar (2002), Morris (2002), and Vacca (2001) offer information and guidelines that can assist you in identifying and addressing the learning strengths and challenges of students with nonverbal learning disabilities.

14. Forness, Walker, and Kavale (2003) offer information on psychiatric conditions and guidelines for addressing these conditions.

15. Gunter, Coutinho, and Cade (2002) present effective classroom practices that support the academic and behavioral performance of students with emotional and behavioral disorders. Anderson and Matthews (2001) describe a model program for linking schools and community agencies to address the unique needs of students with emotional and behavioral disorders and their families.

16. Schlozman (2002b) offers information and resources to assist you in teaching students with bipolar disorders.

17. Jensen (2001); Schlozman (2001); Stough and Baker (1999); and Wright Strawderman, Lindsey, Navarrete, and Flippo (1996) provide information and strategies that can help you identify and treat depression in students.

18. A special issue of Intervention in School and Clinic, 38(5) presents information about and strategies for teaching students with ADD.

19. Hamill and Everington (2002) offer information, strategies, and resources for teaching students with moderate and severe disabilities in inclusive learning environments.

20. Wadsworth and Knight (1999) developed the Classroom Ecological Preparation Inventory (CEPI) to help comprehensive planning teams collect information to provide students who have physical and health needs with access to general education classrooms.

21. Best and Bigge (2001); Hill (1999); and Dormans, Pellegrino, and Batshaw (1998) offer information, strategies, and resources that can help you create an inclusive classroom that addresses the needs of students with cerebral palsy.

22. Rowley-Kelley and Reigel (1993) offer guidelines for preventing skin breakdown in students who use wheelchairs, including making sure that students are positioned properly and moved periodically so that they shift their body weight; giving students opportunities to leave their wheelchairs and use prone standers, braces, and crutches; and examining students' skin for redness and swelling.

23. Robinson and Toporek (1999) and Lutkenhoff (1999) provide information and resources about spina bifida.

24. Let's Face It (2000) has produced a listing resources about individuals with facial differences. These resources include books, videos, resources, and organizations.

25. Getch and Neuharth-Pritchett (1999), Hill (1999), and McLoughlin and Nall (1995) offer guidelines and strategies that can be used when working with students who have asthma and allergies.

26. Chamberlain (2003a), Ottinger, and Prestia (2003) offer information, resources and interventions for understanding and addressing the unique characteristics of students with Tourette syndrome.

27. Michael (1995) and Spiegel et al. (1996) offer guidelines for working with students who have seizure disorders.

28. Peckham (1993) developed a sample lesson plan and guidelines for teaching students about cancer. The guidelines can be adapted for other chronic and serious conditions.

29. Hill (1999) offers sample forms that school districts can use to identify and plan for students' special physical and health care needs, including information checklists, health-care plans, transportation, treatment and emergency care plans, activity participation forms, communication logs, and entry/reentry checklists.

30. Katsiyannis and Yell (2000) and Sewall and Balkman (2002) offer a summary of legal guidelines and recommendations for providing health services to medically fragile students.

31. Keyser-Marcus et al. (2002) offer information, resources, and strategies for identifying and addressing the educational needs of students with traumatic brain injury. Stuart and Goodsitt (1996), Doelling and Bryde (1995), Phelps (1995), and Clark (1996) offer guidelines for helping students who have been hospitalized make the transition to school.

32. Katsiyannis, Ellenburg, Acton, and Torrey (2001) offer information and teaching strategies addressing the needs of students with Rett syndrome.

33. Bullard (2004), Marks et al. (2003), and Safran (2002b) provide resources and strategies for teaching students with Asperger syndrome. A special issue of intervention in School and Clinic, 36(5) is devoted to information about and teaching strategies for use with students with Asperger syndrome.

34. Wolfe and Hall (2003), Westling and Fox (2000), and Snell and Brown (2000) offer information, guidelines, strategies, and resources for teaching students with severe and multiple disabilities in inclusive educational settings.

35. Giangreco, Cloninger, and Iverson (1998) have developed the Choosing Options and Accommodations for Children (C.O.A.C.H.). It offers assessment, a curriculum, and teaching and communication strategies for use with students with severe disabilities in inclusive settings.

36. Engleman, Griffin, Griffin, and Maddox (1999) and Haring and Romer (1995) provide guidelines for helping students who are deaf-blind in inclusive classrooms.

37. Austin (2003), Pancheri and Prater (1999), Sweeney et al. (1997), and Schulz and Edwards (1997) provide overviews and summaries of the potentially positive effects and negative side effects of the most commonly prescribed drugs for students.

38. Pittman and Huefner (2001) offer a historical overview of the controversies regarding the approaches to educating students with hearing impairments, and Goldin-Meadow and Mayberry (2001) provide a summary of the literature on how students with hearing impairments learn to read.

39. Easterbrooks and Baker (2001) developed a matrix of questions that educators and IEP teams can use to identify and address the communication and learning needs of students with hearing impairments

40. "Sources of Braille Reading Materials," a list of organizations that offer Braille reading materials, is available from the National Library Service for the Blind and Physically Handicapped.

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