Written for parents of handicapped children, the booklet provides information about special education and offers practical suggestions about working with school personnel to cooperatively plan for the child's education. Topics covered include content, development and process of an individualized education program (IEP) (including suggested…

The authors propose a system for determining which goals and target behaviors are of highest priority for handicapped students. In a meeting of the interdisciplinary treatment team, goals are set forth and ranked according to answers to a series of questions: (1) will acquiring the behavior increase the probability of the client living, being…

The book describes Pennsylvania's approach for determining placement of handicapped students in the least restrictive environment (LRE), as mandated by P.L. 94-142, the Education for All Handicapped Children Act. Separate sections address the following two topics (subtopics in parentheses): the LRE decision process (content for the decision…

Written for parents of handicapped children, the booklet discusses parental rights, privileges, and responsibilities in seven areas: notice, comprehensive individual assessment, individual educational plan, educational placement, educational records, consent, and hearings and appeals. A brief glossary of terms is included, and a diagram…

The paper explores aspects of an individualized educational program (IEP) for use with handicapped school age children. An IEP is defined, the target group established, and components of the IEP are outlined. Some of the philosophical and legislative background for the IEP are discussed and its place within the school district framework is…

In light of the Education for All Handicapped Children Act (P.L. 94-142), the article explores some training alternatives for both parents and professionals who are involved in the process of developing individualized education programs for handicapped children. (DLS)

The manual describes the Maryland State Department of Education's responsibility and legal authority for administering the nonpublic school tuition assistance program for handicapped students. Procedures are addressed for such general areas as nonpublic institutions and child placement approval authority, nonpublic placement eligibility criteria,…

The paper examines ways to choose appropriate objectives for program evaluation in the education of the handicapped. Section I discusses how too much pressure can distort priorities (alignment of short-term objectives with long-term objectives), and lists six steps in determining priorities. Section II applies the principles to learning disabled…

The document, half of which consists of appendixes, discusses the development and implementation of individualized education programs (IEPs) for handicapped children in the state of Illinois. A sequential presentation of the Illinois rules and regulations applying to IEPs is provided, and the major mandated steps in the development if IEPs are…

Intended for occupational education personnel in New York State, the paper reviews some of the language and concepts of special education as it relates to legislation and terminology, for the purpose of providing a base to build upon in the provision of educational programs for the handicapped population. The Education for All Handicapped Children…

The paper describes a process for planning, implementing, servicing, and revising handicapped children's individualized education programs (IEPs). The procedure is based on a developmental approach with emphasis on systematic instruction and methodical planning of long-term objectives. Sample record sheets suggest a format for detailing strengths…

The guide lists resources for the provision of vocational education to handicapped students. Each entry includes information on title, specific concern, groups served, intended users, contents, source, cost, availability, and ease of use. Entries are organized into the following four areas (sample subtopics in parentheses): exceptional students…

Listed are 10 steps which must be taken in developing an individualized education program. Discussed are the advantages and disadvantages of developing an IEP, and the suggestion is made that some professionals consider the IEP to be a wave of the future for education in general. (KC)

Designed as a 2-day staff development workshop on the individualized education program (IEP), the inservice training package presents an activity-based format on a team approach to the IEP. Facilitator notes, information on materials, sample handouts, transparencies, and evaluation forms are presented for seven units: introduction to the workshop;…

The author reviews the background and application of the least restrictive environment requirement of P.L. 94-142, the Education for All Handicapped Children Act. Components of the least restrictive environment (LRE) principle are reviewed, and a distinction is made between LRE and mainstreaming. Implementation issues, including misinterpretations…