The Eleventh Circuit ruling in "Greer" establishes relatively clear guidelines for making choices regarding mainstreaming in considerations of appropriate programing. Only when mainstreaming in a regular class is not appropriate may a determination be made as to how the child can be placed in a special-education setting in the least…

A review of the literature on Individualized Education Programs (IEPs) from 1975 to 1989 identifies three phases (a normative phase, an analytic phase, and a technology reaction phase), and reveals a history of IEPs' inadequacies and passive compliance, in contrast to the original intent of Public Law 94-142. (Author/JDD)

Examines principles, procedures, and research of the British Special Education Needs (SEN) "Code of Practice" in the context of requirements for implementation of a revised code by 2002. Considers code administration, paperwork, Individualized Education Program requirements, assessment criteria, transition planning, parent role, and…

Traces an autistic boy's steps through the school day and examines the impact of the federal inclusion mandate on children with disabilities. States that the first step toward implementing inclusion properly is to improve the training of teachers, and that the goals and effectiveness of inclusion must be determined by each child's individual…

High expectations and appropriate standards for learning and achievement are important to any curriculum plan. The need for curriculum to meet developmental needs is particularly important for middle-level students. Middle-level students are unlike any other age group and are internally varied. Not all middle-level students need the same things at…

For a mainstreaming program to be effective, students should be able to experience success in a regular classroom with the enhanced self-image that accompanies a positive experience. Maximizing classroom accommodations for learning disabled students can help improve these students' access to educational opportunities and increase the probability…

The author provides an example of how an individualized competency-based skills training program available for secondary students of all abilities can assist those who intend to seek advanced placement in postsecondary training in vocational-technical education or college education. (CT)

A case study of a profoundly retarded child is presented to illustrate the problems of placing profoundly handicapped children in public schools. Attention is directed to the frustrations of experienced school personnel and the major issues faced in special education, including identification of related services and the distinction of medical…

Explains some of the significant provisions and recent case law developments in special education for the disabled in England. (78 footnotes) (MLF)

This article maintains that educators of students with visual impairments, especially those with additional problems served in residential schools, need to give priority to habilitation, to identify habilitation needs in the individualized education program, and to implement strategies to meet these needs. (DB)

This paper points out that one way to infuse self-determination skill training into a comprehensive transition program is to teach students with disabilities to direct and manage their own Individualized Education Program. The transition policy of the Academic School District in Colorado Springs (Colorado) is presented as a model. (JDD)

Addresses a Seventh Circuit ruling that treats parental hostility as a factor in determining the appropriateness of an individualized education program. Asks what are the alternative and appropriate means for counteracting undue parental hostility in cases under the Individuals with Disabilities Education Act and related laws. (60 references) (MLF)

Identifies the various types of costs that can result from the implementation of inclusive schooling in a school district so that the costs can be known and allowed for during the planning stage. (MLF)

Although the number of students with behavior difficulties has increased, it has not been matched by a comparable increase in developing educator competencies to meet their needs. Educators must be given the necessary training, supported by solid research in best practices and quality schools. Individualized student plans involving family members…

Analyzes the application of the principle of unity in different historical phases of the East German educational system. Argues that East German successes in reducing the number of socially underprivileged were always accompanied by a sharpening of the trade-off between educational equality and excellence, for which no solution was found. (DSK)