Teachers of severely handicapped students can organize their classrooms to maximize individualization by designing a schedule for each adult (therapist, aide, etc.) and student; developing meaningful individualized educational programs; and by using a folder system to communicate specifics of each instructional activity. (CL)

A five-step method is advanced for matching teaching strategies with learning styles in implementing individualized educational programs with learning disabled students. Steps involve evaluating current and needed skills and assessing how the child has learned what he/she already knows. (CL)

An educational assessment model for developing an individualized education program for mildly retarded students is composed of seven assessment topics: intellectual, development, adaptive, vocational, academic, reinforcement hierarchy, and behavioral characteristics assessment. (CL)

The article explores grading options for the teacher to consider when evaluating students who are receiving specialized education and participating in the mainstream of regular education. (DB)

Two articles focus on the development of individualized education programs (IEPs) as mandated by P.L. 94-142 (the Education for All Handicapped Children Act). (SBH)

The discussion of minimum competency testing (MCT) for learning disabled students focuses on advantages and disadvantages, the need for test modifications, and the importance of coordinating the child's individualized education program with MCT considerations. (CL)

This manual offers guidance on the use of the Alternate Portfolio Assessment Process to evaluate outcomes of Kentucky students with severe disabilities. Portfolios are intended to showcase student work and allow performance-based evaluation across life domain activities. Criteria for determining eligibility of students with disabilities for this…

This study found that constant time delay was effective in teaching word reading to four students (ages seven to eight) with mild handicaps. Individual attentional response was more effective and efficient in learning to spell words than in choral attentional response. Observational and incidental learning occurred for all students. (Author/JDD)

This guide is intended for use in training Head Start staff working with families to plan and implement the program's curriculum through an individualized child development and education approach. The guide focuses specifically on enhancing staff skills in carrying out the four steps in the individualizing process: screening; evaluation; planning;…

The handbook is intended for school and community programs helping learning disabled young adults make the transition from school to work. The first chapter describes development of the Transition Project by York County (Maine) and project components including referral, assessment, membership on the Transitional Pupil Evaluation Team, the…

The guide is intended to help clarify P.L. 94-142, The Education For All Handicapped Children Act, and its regulations for administrators. The manual is organized around three central topics: an overview of the law and its regulations (background and purpose of the law, major provisions of the regulations, future of special education); effects of…

Data describing a student's present skill levels are often difficult for all members of a Child Study Team (CST) to understand, and these data often do not readily lend themselves to developing specific goals and objectives for an Individualized Education Program (IEP). The Brigance Diagnostic Inventories (the Inventory of Early Development, the…

Approaches to enhance the integration of severely handicapped students into community activities should be based on specific goals and objectives specified in the Individualized Education Program. Procedures for carrying out a community integration placement begin with assessment of community resources and progress to advertising the program and…

The authors emphasize that, although the "Education for All Handicapped Children Act" provides for inclusion of students in the individual education program (IEP) meeting, few parents and students are aware of the possibility. Suggestion are made for parents and school personnel about ways to include students. (MC)

The authors discuss the issue of increased record-keeping responsibilities which are the direct result of the individualized education process (IEP) as mandated by P.L. 94-142 (the Education for All Handicapped Children Act), and they describe one method of alleviating the burden of this paperwork through the use of computers. (SW)