Vocational Resource Educators (VREs) assist students with disabilities, place them in vocational programs in which they can successfully meet competencies, and create bridges across deficit areas to provide training programs so that students can gain competitive employment. VREs also participate as members of Individualized Education Program (IEP)…

This document provides answers to questions frequently asked by parents and practitioners about the mandates and requirements of the Individuals with Disabilities Education Act Amendments of 1997 (IDEA). The 29 questions are organized into six sections: (1) background information on the IDEA (history of IDEA, and obtaining copies of IDEA and…

This package (with manual, CD-ROM, videotape, and lists of Web-based resources) was designed to assist administrators, service providers, family members, policymakers, and other stakeholders in locating information about Part B of the Individuals with Disabilities Education Act 1997 (IDEA) that will help in implementing both the legal requirements…

This guide explains the process of developing an Individualized Education Program (IEP) for a student with disabilities and is based on requirements of the original Individuals with Disabilities Education Act (IDEA) and the amended Individuals with Disabilities Education Act of 1997. Following an introduction, the first section outlines the…

The term "children with disabilities" includes, without limitation, all children who, because of permanent or temporary mental, physical or emotional disabilities, need special education, are unable to have all their educational needs met in a regular class without special education and related services, or are unable to be adequately educated in…

Dr. Edwin W. Martin, the first director of the Bureau for the Education of the Handicapped and recent assistant secretary for Special Education and Rehabilitative Services, presents his views on early childhood programs, right to education, the future of P.L. 94-142 (the Education for All Handicapped Children Act), due process, and the…

A treatment design plan and its outcome in the case of an individual living in a state which has mandated services to handicapped children from birth through age 20 is offered. The plan's success is related to unique factors showing that young, handicapped children can be serviced adequately in the schools. (CE)

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)

The author considers changes brought about by P.L. 94-142 (the Education for All Handicapped Children Act) in providing educational programs for handicapped children. (SB)

Outlines procedures for integrating arts education into the individualized education program (IEP) written for each handicapped student under PL 94-142. Describes how art can provide diagnostic information on the child, teach academic and behavioral skills, and add an important aesthetic component to the handicapped child's life. (SJL)

Concentrated programs are needed to develop vocational teachers' competencies in creating, implementing, and evaluating individualized education programs. Further program improvement in teacher education might include emphasis on the development of a teacher's handbook, preservice teacher preparation programs, inservice teacher training programs,…

Results suggested that although inservice training appears to enable special service teams to increase the number of complete individualized education programs, both inservice training and performance feedback may be necessary to maintain increased team productivity during the school year. (Author)

Project STREAM (Special Training in Remedial Education Activities for Mainstreaming), a program providing regular elementary teachers with skills to individualize programs for handicapped children in their regular classrooms, is described. (PHR)

This article provides strategies that early childhood special educators can use to incorporate the learning of specific skills into a variety of developmentally appropriate play activities for children with disabilities. The development of individualized education programs that incorporate play as a framework for intervention is discussed. (CR)

Examines the current system of providing and documenting special education by analyzing the Individualized Education Program through a number of its implicit and often unquestioned assumptions. Explores flaws in the current system and makes recommendations for major changes in policy implementation, teacher education, and school organizations. (PB)