Addresses pitfalls in formulating individualized education program (IEP) goals and objectives for handicapped students as mandated by P.L. 94-142 (the Education for All Handicapped Children Act). Short-term objectives are subordinate to goals and should reflect a hierarchical relationship to goal. Some of the inadequacies of written objectives are…

Techniques for developing a schedule in an early intervention program for handicapped students include setting the stage, selecting and arranging the time blocks, scheduling individual and group programs, and assigning staff. Classroom arrangement decisions must be made and the schedule should be evaluated in relation to individualized education…

The article examines evaluation strategies for determining prevocational/vocational work potential and interests of handicapped students. The use of existing information as well as information gained from interviews is considered. Prevocational/vocational programing is addressed in terms of the individualized education program. (CL)

An individualized profile of benefits is needed to describe what advantages, profits, and new opportunities are offered by individualized education plans for handicapped students. (Author)

The author considers fundamental economic considerations which underlie decisions concerning individual education programs (IEPs) as mandated by P.L. 94-142 (the Education for All Handicapped Children Act) for handicapped students. (SB)

Because Illinois public school districts have been mandated to develop a minimal competency testing policy by 1980, the Illinois Council for Exceptional Children commissioned a study on competency testing and the handicapped to generate recommendations that could be used by local districts in developing policy. Recommendations are listed.…

Seventy-five teachers provided data on the time required to prepare individualized education program (IEP) documents for a sample of 807 exceptional children in a study of the cost required for IEP development. Analysis of the data indicated that a considerable amount of time is invested in the IEP process. (Author/PHR)

Discusses implications of the 1997 Individuals with Disabilities Education Act Amendments for local policy and practice. Secondary principals should understand new requirements for locating and evaluating eligible students with disabilities, including disabled students in state and districtwide assessment programs, involving regular teachers in…

This article outlines person centered planning (PCP) methods to assist in the review and revision of Individualized Education Programs (IEPs) for students with disabilities. Two methods of PCP are explained and illustrated with case studies. The article describes uses of PCP methods for IEPs and concludes by suggesting ways that PCP methods may…

An educational planning strategy is presented to assist students in assuming an active role in individualized education program conferences. Using the acronym "I PLAN," students learn to inventory their strengths and weaknesses; provide the information on inventory sheets; listen and respond; ask questions; and name their goals. (JDD)

Educational records of 127 secondary students with disabilities were reviewed to assess impact of vocational assessment information in Individualized Education Plan (IEP) development process. Results focus on the impact of information on the number of IEP vocational goals and objectives written, kinds of IEP items written, and number of IEP goals…

The McGill Action Planning System (MAPS) is a planning process for furthering the integration of children with disabilities into the school community, using a team which includes the individual, family members, friends, and regular and special education personnel. Examples of MAPS planning for elementary-age and secondary-age children with severe…

Strategies to improve transition planning include the following: (1) assess students' transition goals using life-skills assessments related to career education; (2) incorporate students' and parents' perspectives using future-based assessment and planning; and (3) specify interventions for achieving outcomes. (Contains 24 references.) (JOW)

This article provides strategies for writing precise goals and short-term objectives or benchmarks as part of individualized education programs (IEPs). Guidelines and examples address: definitions, reasons for clarity and precision, individual parts of goals and objectives, inclusion of time factors in objectives and benchmarks, number of…

This idea offers tools and suggested processes to encourage parent participation in (IEP) Individualized Education Program team meetings. It considers aspects of team culture using three examples to illustrate how the meeting environment, culture, and language can discourage parent participation. Suggestions for changing team practices follow.…