Discusses the purposes and implications of the individualized education program (IEP) for handicapped children. (Author/MP)

The document uses a question-answer format to provide an overview of the individualized educational program (IEP), particularly as it relates to the education of handicapped children. Topics considered include the need for an IEP, advantages to the parent, and the team that develops the IEP. An IEP is reported to have information on the following…

The article discusses two provisions--least restrictive environment and the individualized education program--generated by P.L. 94-142, Education for All Handicapped Children Act. Priorities for effective mainstreaming are considered, and opposition to the least restrictive environment concept is examined. It is concluded that the key to P.L.…

Twenty-one steps to aid in curriculum development are outlined, including reading or rereading assessment reports developed by teachers or other professionals; knowing the home, school, and community music resources; and determining and teaching prerequisite skills. Journal availability: National Association for Music Therapy, Inc., P O. Box 610,…

The article presents answers to teachers' commonly asked questions concerning P.L. 94-142, the Education for All Handicapped Children Act. Questions and responses touch on such aspects as mainstreaming, legislative history, resource rooms, individualized education programs, due process, funding, and Section 504 of the Rehabilitation Act of 1973.…

Using word attack reading skills as an example, the article focuses on a process for translating the IEP (individualized education program) into a guide for effective instructional planning with handicapped students. (CL)

The article discusses the individualized education program (IEP--as mandated by the Education for All Handicapped Children Act, P.L. 94-142) as a process rather than a product, drawing on the results of Project IEP, a survey of special education administrators and practitioners and parents of handicapped children regarding the IEP. (Author/DLS)

The author outlines nine problem areas in implementation of P.L. 94-142, the Education for All Handicapped Children Act. (SBH)

The document presents guidelines for assessment and evaluation procedures related to development of individual programs in physical education, with emphasis on the provisions of The Education for All Handicapped Children Act (P.L. 94-142) and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112). Sections address the following topics:…

Because of current federal legislation, educators must assess children with possible handicapping conditions and plan an individual education program for each child with a special need. Discusses past measurement directions and makes recommendations for the assessment of bilingual, culturally different children. (Author)

Teacher and child variables in a noncategorical program for early childhood education of retarded, autistic, seriously disturbed, learning disabled, and aphasic children were used to generate monthly computerized schedules of instruction. Schedules were generated over an eight-month period. Advantages and feasibility of such a scheduling system…

The article discusses the role of the special education teacher in the implementation of Public Law 94-142 (Education for All Handicapped Children Act) and Public Law 93-112 (Section 504 of the Vocational Rehabilitation Act). (PHR)

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)

Physical education clinics or "resorts" accommodate students with developmental problems of varying degrees of severity, some of which require one-on-one attention. (MM)

The article discusses the roles of music education and music therapy in special education, specifically with reference to the concept of the individualized education program (IEP) as mandated by the Education for All Handicapped Children Act (P.L. 94-142). Journal availability: National Association for Music Therapy, Inc., P.O. Box 610, Lawrence,…