Both segregated and desegregated school models for severely handicapped students are considered, and an individualized transition plan is proposed. Among the plan's major components are that it must be comprehensive, involve parents and guardians, require actual participation of both sending and receiving personnel, and include the focused…

If chronological age appropriate and functional curricular content is to be developed, the basic components of an individualized education program (IEP) mandated by P.L. 94-142 (the Education for All Handicapped Children Act) must be supplemented, and instructionally defined for each severely handicapped adolescent or young adult student. (Author)

The article argues that students with severe intellectual disabilities should attend their local "home school" where they should have an individualized educational program in both regular and special settings, with the necessary resources applied to develop, maintain, and enhance social relationships with nondisabled peers. (Author/DB)

The article argues that students with severe intellectual disabilities should be educated in their local "home school" so all children can prepare for a pluralistic society, so families can have easy access to schools and services, and so social relationships with nondisabled persons can be developed and maintained over long periods of time.…

The amendments to the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004 reiterate the significance of producing real postsecondary education, employment, and independent living outcomes. However, current employment data continue to show widespread unemployment and very limited access to inclusive community environments and…