The article describes an overall approach used by model Ohio teachers to improve special education instruction for the hearing impaired through individualized education programing as required by P.L. 94-142 (the Education for All Handicapped Children Act). Sections address four program components: prescription, teaching, reassessment, and…

In Part 2 of a two-part article individual educational program objectives are applied to nonverbal communication areas as follows: proxemics, or the use of distance, spatial arrangements, and territories; vocalics, or the use of prosodic, paralinguistic, or nonlinguistic features; and artifactual cues involving clothing and cosmetics. (Author/SBH)

A rationale is provided for integrating steps that are necessary both in minimum competency testing programs and in the process required under Public Law 94-142 (the Education for All Handicapped Children Act) for developing individualized education programs for handicapped children. (Author)

The article presents the major elements of the data-based program modification approach designed to comply with the individualized education program mandate of P.L. 94-142 (the Education for All Handicapped Children Act). Procedures for implementing each of the model's components are outlined. (SBH)

Discusses the need for gifted and talented students to develop annual talent growth plans with the assistance of their counselors or program coordinators. Lists potential talent development services (such as mentorships, Odyssey of the Mind, and grade advancement), and describes the components of a sample growth plan used with approximately 600…

This article discusses the adaptation of single switch technology and activities, found in a wide range of battery-operated toys, electrical devices, and/or computer software, for children with disabilities. Incorporation of multiple toys in the individualized education program (IEP) to enhance the rate of skill acquisition and generalization,…

The individualized education programs (IEPs) of 107 junior high students with behavioral disorders were reviewed. An average of 2.4 behavior problems and 4 goals were noted per student, with a low correlation between problems and goals. (Author/DB)

This text was written as an outgrowth of 6 years' work with children aged 3-5 in the Child Development Center at Western Oregon State College, Monmouth, Oregon. The children attending this program included typically developing children as well as children with disabilities. A primary purpose of this book is to share the experiences and learnings…

This handbook supplement, for administrators and supervisors, is part of a packet intended to aid educators, families, and adult service providers to facilitate the transition from school to adult life in the community for students with both cognitive disabilities and visual or dual sensory impairments. Emphasis is on preparation of students for…

The article describes how a Virginia urban school system implemented an outcome-oriented work transition process with approximately 230 trainable or severely/profoundly handicapped students (ages 16-21). The article describes the system, students, and staff; developing a formal transition process; the individualized transition plan; and the job…

This manual provides a sequential procedure for conducting functional vocational evaluations for secondary school students as required by the Individuals with Disabilities Education Act. This evaluation procedure considers the interactions of the student with instructors, peers, and employers; training needs; work demands; environmental factors;…

The handbook provides a model for beginning and operating programs for talented/gifted students in rural schools, K-12, based on a program developed in Shasta County, California, in 1976-77 and disseminated nationwide in 1978-79. The model produces individualized programs planned by a committee composed of the student, classroom teacher(s),…

The Austin Independent School District presents the 1982-83 final technical report of Project PASS, which employs the notion of cultural congruence in instruction or culture-specific instruction to explain the poor performance of black students in school. It encouraged teachers to change their perspective about black students who are not…

Two years of pilot projects are described that attempt to measure special education pupils' progress without being overly global or overly restrictive. It is explained that to be helpful to students, parents, teachers, and other staff, an evaluation system should provide connections between individualized education programs (IEPs), instructional…

The article focuses on a practical prioritization process as a method to bridge the gap between assessment and planning of individualized education programs for severely handicapped students. This prioritization process is based upon a set of criteria agreed to by planning teams which include educators, related service personnel, and families.…