Explained are the basic thrust, objectives, and target populations, as well as the rights and protections provided for in the Education for All Handicapped Children Act (Public Law 94-142) and Section 504 of the Vocational Rehabilitation Act of 1973. (IM)

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…

Results of the analysis of the questionnaire responses indicated (1) that most teachers were not systematically involved in developing IEPs for their students and (2) that regular teachers were not routinely included in the IEP meeting, especially for students continuing in special education from previous years. (DB)

An investigation of the educational impact of integration of severely handicapped students revealed that over and above functional level, degree of integration, as measured by interaction with nonhandicapped students, was a significant predictor of educational progress, as measured by the proportion of individualized education program objectives…