One hundred eighty-six individualized education programs (IEPs) and corresponding psychoeducational assessments were collected from the files of learning-disabled children. Components were examined in relation to the requirements of P.L. 94-142, the Education for All Handicapped Children Act (Section 602). (SB)

Problems involved in implementing IEP requirements in the open classroom, in group instruction, and in classrooms for the severely learning disabled are presented within a discussion of penetrating resistence by faculty to the legislated mandates. (Author)

This article reviews transition as it relates to students with learning disabilities (LD). Specifically, it provides a discussion of transition planning for individuals with LD, an overview of state and federal mandates and initiatives that influence transition practices, and a discussion of transition practices. (Author/DB)