This article defines standards for developing Individualized Education Plans (IEPs) for gifted students. Recommendations for developing annual goals and short-term learning objectives that are complex, open-ended, flexible, and yet measurable for purposes of assessment and accountability. Parent involvement before, after, and during IEP…

This article provides strategies for writing precise goals and short-term objectives or benchmarks as part of individualized education programs (IEPs). Guidelines and examples address: definitions, reasons for clarity and precision, individual parts of goals and objectives, inclusion of time factors in objectives and benchmarks, number of…

This idea offers tools and suggested processes to encourage parent participation in (IEP) Individualized Education Program team meetings. It considers aspects of team culture using three examples to illustrate how the meeting environment, culture, and language can discourage parent participation. Suggestions for changing team practices follow.…

The way that academic advisers, counselors, faculty, and administrators can help undecided college students set and implement educational and career goals is described. The focus is a developmental advising approach and career development concepts. Origins of indecision, categories of undecided students, and model programs for counseling and…

Intended as a guide for implementation of an educational program for handicapped adults, this manual discusses essential components for an educational developmental disabilities program using an adult education delivery system. Materials are based on efforts of the MSAD (Maine School Administrative District) #11 to offer educational programming to…

This module was developed as part of a federally funded study group project, to answer the question of how students with severe disabilities can actively participate in lessons within regular elementary classrooms alongside their nondisabled peers, while still meeting their individualized goals and objectives. The module presents a brief overview…

This single-sheet eight panel brochure provides guidelines for parents on effective participation in meetings with school personnel to discuss their child's individualized education program (IEP). Included are an explanation of what the IEP contains; the settings in which it can be implemented; the non-academic, extracurricular, and supportive…

The Impact Evaluation Model (IEM) is designed to provide a sequence of steps and procedures which methodically leads to the assessment of the individualized educational plan for handicapped students. The document includes a description of the method, illustrations of its use, and selected examples of data gathering devices. Initial sections…

Presented at the 1980 meeting of the National Science Teachers Association, the paper discusses some psychoeducational considerations for planning science instruction for the physically disabled. It is suggested that science teachers and educators must come to understand adjustment to disability, both through the eyes of the handicapped student as…

The manual is intended to help home visitors, teachers, handicapped coordinators, parents, and others who work with young handicapped children in home based programs and to supplement training provided by the Home Start Training Centers. The manual contains 10 author contributed chapters. An introductory chapter by R. Boyd briefly considers…

This reprinted 1980 article with a 1988 update presents an Individual Educational Program model for gifted and talented students. It allows students to cover basic material at different rates, provides opportunities for pursuing advanced topics, and concentrates on individual strengths rather than weaknesses. Functions of key personnel in…

The article offers activities and strategies that can be used prior to, during, and after the individualized education program conference to improve communication between the special educator and the parents of handicapped children. (CL)

The article suggests three strategies for the audiologist and speech/communication specialist to use in assisting the preschool teacher to implement student's individualized education program: (1) demonstration teaming, (2) dual teaming; and (3) rotation teaming. (CL)

This book is a guide to writing measurable goals and objectives for individualized education programs (IEPs) for students with disabilities as required by the Individuals with Disabilities Education Act (IDEA). Part 1 discusses appropriate goals, objectives, and benchmarks (GO/Bs). Accompanied by many examples, the text discusses measurability,…

This guide is intended to help Ohio parents to participate more fully in the development of their child's Individualized Education Program (IEP). The guide addresses the following aspects of the IEP process: the vision statement; present levels of performance; the need for specific performance statements (with examples of bad and good statements);…