Three studies were conducted in a large urban school district to determine how well the requirements of P.L. 94-142 (the Education for All Handicapped Children Act) are being met. Questions regarding the referral process addressed the procedures of the referral committee. The appraisal process was evaluated in terms of characteristics of children…

The handbook is designed to help parents and advocates understand their roles in the education of handicapped children. Topics covered in separate chapters are (sample subtopics in parentheses): family supports (other parents as support, advocacy, resources, parent group organizations, typical parents' feelings); screening (cautions, notification…

The resource guide is intended to assist local Arkansas school districts to establish a program for improving the parent educator partnership in planning and implementing appropriate educational programs for handicapped students. The guide should be used in conjunction with a needs assessment of parents and educators to identify appropriate…

Questionnaires on individualized education programs (IEPs) were completed by 168 parents of handicapped children (10 to 17 years old). Analysis of the ten participant categories (i.e., mother, teacher, psychologist) found that two participant categories, the child's mother and the special education teacher, attended at least one IEP conference 75%…

The report documents the 1978 National Committee, Arts for the Handicapped/Music Educators National Conference Special Project to produce a series of syllabi for training music educators to work with handicapped students. Section I addresses questions asked by project participants regarding two issues: What are the implications of P.L. 94-142, the…

Intended for parents of handicapped children in California, the book contains information on individualized education programing (IEP), parents' rights and responsibilities, and being an advocate. The introduction contains a brief history of special education, a description of the Education for All Handicapped Children Act and the California State…

Although Pennsylvania has long made programming for all handicapped children mandatory, the passage of P.L. 94-142 has necessitated some changes even in this state. The major hurdle in the implementation of such a law is confusion and misinterpretation. Educators fear that the handicapped may be dumped into regular classes in an arbitrary manner.…

Volume IV of a four volume series offers strategies for implementing effective inservice workshops to train administrators, assessment personnel, and others involved in the development and implementation of individualized education programs (IEPs) for handicapped children in Wyoming. Part 1 addresses points often overlooked in delivering training,…

The second of seven volumes reporting results of a national survey of individualized education programs (IEPs) covers the study's methodology and instrumentation. Introductory sections review the background, objectives, and design related activities of the project. Three aspects of the study are noted: the basic survey (analysis of IEPs for 2,657…

A parent who is also an education major offers guidelines to classroom teachers involved in parent-teacher conferences to discuss individualized education programs. Emphasized are: the teacher's role as coordinator and moderator of the conference, preparing parents for the meeting, providing support for them, and making clear explanations during…

The Supreme Court's decision in "Honig v. Doe" indicates that a suspension of a dangerous handicapped student of up to 10 school days is valid. Decisions regarding the disciplining of handicapped students will have to be made on a case-by-case basis. Legal counsel should be sought. (MLF)

The use of vocational evaluation recommendations for 71 disabled students in three public schools was studied. Predictive (placement-oriented) recommendations were implemented more frequently than prescriptive (preparation-oriented) recommendations, and prescriptive recommendations were rarely incorporated into individualized education programs.…

Distinctions between performance and learning are made in a discussion of databased instructional planning and decision making for handicapped students. Implications for IEP objectives are noted and the importance of continuous assessment stressed. (CL)

Many school districts have adopted minimum competency tests as part of the requirements for high school diplomas. It is important that the needs of special education students are included when planning and implementing competency testing. Included are three levels of options to consider for modified testing of special students. (MD)

The purpose of this document is to provide guidance for assessment and individualized education program (IEP) planning teams regarding the consideration of assistive technology. The guidelines provide recommended practices that will assist teams in making decisions about an individual student's need for assistive technology and a decision-making…