The author addresses the problems of P.L. 94-142 (the Education for All Handicapped Children Act) which hinder efforts to provide programs for handicapped students. Considered are problems in child identification, student placement, mainstreaming, individualized education programs, in-service education, and attitudes of teachers and…

This brief article responds to a previous article on guidelines developed by professional associations for developmentally appropriate early childhood special education practices. The importance of individualization in the application of practices is emphasized, and sample criteria are offered for evaluating the practices. (DB)

Curriculum differentiation for students with special educational needs is examined in the context of Great Britain's move toward a market system for education and its impact on policy and practice. Issues considered include the vulnerability of particular groups, the ideals of entitlement and empowerment, values inherent in governmental policies,…

This paper reviews the Supreme Court's Zebley decision which expanded the definition of disability in young children by including functional equivalence; compares regulations and practices under the Social Security Administration and Part H of the Individuals with Disabilities Education Act; and offers guidelines concerning the intent of the law,…

Discusses the use of individualized education programs in making literacy an integral part of the typewriting curriculum. (JOW)

This report contains the findings and recommendations of a review of the residential services system for South Dakota adults with developmental disabilities, based on site visits, interviews, and an analysis of documents and materials. The policy analysis report examines how South Dakota could implement a…

Many two-year and four-year colleges are facing the task of instructing students who are underprepared. In the field of speech communication the problem is compounded because some students are not only academically deficient but are also communicatively apprehensive. Several courses of action must be taken to help lessen the problem. Eighty-six…

Art teachers should create individualized learning programs for their students. Such art programs can assure personalized programs for disabled students and elevate the development of basic skills in art, artistic expression, and art appreciation. (Author/RM)

Discusses the preservice education of art teachers. Suggests that there are three major challenges for teacher education programs. Points out the need to individualize such programs, the need to update curricula in order to answer the call for reform, and the need to ensure that teachers have a firm commitment to art. (KO)

This article reviews present services in gifted education in western Europe (e.g., Britain, Germany, the Netherlands) and eastern Europe. Noted are individual accommodations such as individual acceleration and privately funded national competitions. Stressed is the importance of international communication in gifted education and specific…

African-American children are minimally represented in gifted programs due to misconceptions of giftedness, problems associated with standardized testing, perceptions of African-American students' low achievement, and lack of awareness of characteristics of African-American achievers. Individually focused identification of gifted African-American…

Opinions of professionals from 16 agencies were obtained to identify techniques that agencies serving adults or adolescents with mental retardation could utilize to provide systematic sex education and counseling. Recommendations are offered in five areas: self-advocacy and self-determination, individual design, staff training and support,…

Identifies challenges in lifelong education of British citizens with intellectual disabilities in the coming century, including the necessity for changes in services, more individual-centered education, increased emphasis on basic skills needed for community living, more engagement with the community, and better opportunities for productive work.…

Reacting to an article describing the Individualized Support Project Program (EC 618 445) for young children with autism and their families, this article notes that the program's primary purpose is family preservation through restoring family efficacy, solving child behavior problems, and establishing child communication. The program is seen as…

Responding to an article (EC 618 445) describing an individualized program for young children with severe disabilities, including autism, and their families, this article notes features of the program such as its individualized nature, its emphasis on building capacity in families and early intervention providers, and its integrative practices…