Data describing a student's present skill levels are often difficult for all members of a Child Study Team (CST) to understand, and these data often do not readily lend themselves to developing specific goals and objectives for an Individualized Education Program (IEP). The Brigance Diagnostic Inventories (the Inventory of Early Development, the…

The study examined the individualized education program (IEP) process by investigating and observing instructional settings, interviewing IEP service providers, and reviewing handicapped students' records. Ninety students were randomly selected for examination of their IEPs. Data were collected, recorded, and analyzed by using record review,…

Intended for special education teachers, the idea book for involving parents in the individualized education program process is presented. Barriers interferring with parent participation and suggestions for overcoming them are addressed in nine areas: communication problems, transportation problems, babysitting problems, lack of time, lack of…

Analysis of 53 randomly chosen individualized education programs of secondary special education students revealed that less than half contained at least one vocationally oriented annual goal while more than half specified segregated placement. Limited participation in the staffing team by vocational educators was indicated. (CL)

Parents (N=243) surveyed on their satisfaction regarding their handicapped child's individualized education program staffing reported four variables significantly affecting their satisfaction: (1) adequate time, (2) multidisciplinary input, (3) parent involvement, and (4) lack of blame attribution to the parents. Preparation for the staffing made…

The author discusses problems associated with parent/educator conferences on the yearly plan for educational services for an exceptional child and provides five guidelines, including facilitation of parent's verbal participation. (MC)

The authors emphasize that, although the "Education for All Handicapped Children Act" provides for inclusion of students in the individual education program (IEP) meeting, few parents and students are aware of the possibility. Suggestion are made for parents and school personnel about ways to include students. (MC)

Proposes the use of Goal Attainment Scaling (GAS) for evaluating Individualized Educational Programs (IEPs) that must be developed for all students classified as educationally handicapped. Explains the use of GAS in constructing attainment or outcome estimate goals for identified problem areas, and discusses its usefulness in planning, record…

The authors discuss the issue of increased record-keeping responsibilities which are the direct result of the individualized education process (IEP) as mandated by P.L. 94-142 (the Education for All Handicapped Children Act), and they describe one method of alleviating the burden of this paperwork through the use of computers. (SW)

A teacher, warned not to put anything in the individualized education program that will cost the school district money, is urged to go to the supervisor, file a noncompliance charge with the state education agency, or alert a third party to take that action. (CL)

Compliance with the spirit of the law mandating individualized educational progams (IEPs) for handicapped students requires systematic implementation through the instructional plan. Four techniques for facilitating IEP development and implementation are reviewed, including using existing skill sequences in curricula and systematically collecting…

Vocational education can play a significant role in the occupational development of handicapped students. Instruction in six cluster areas can be accomplished through regular, adapted, or special vocational education as well as individual vocational training and prevocational evaluation services. Vocational educators have specific functions within…

The study evaluated the effectiveness of two intervention strategies on parental contributions to the individualized education program (IEP) conference. Results indicated a greater amount of parental involvement in the conference attended by a parent advocate than those in which parents had received questions.

The article describes the McCarron-Dial Work Evaluation System (MDWES) model of vocational evaluation and development for handicapped youth. Sections address the theoretical basis of the model, application and research, five factors which predict vocational competency, factor interpretation and priortizing, and MDWES data in the individualized…

The article presents a three module training course to help parents of handicapped children participate effectively in individualized education program (IEP) meetings. (CL)