Individualized instruction is an important tool in mainstreaming special needs students in industrial arts, as experience has shown. Important steps toward meeting these needs include (1) making an individualized assessment of each student, of student needs, and of the present state of student accomplishments; and (2) developing an individualized…

Project LIFE (Lifelong Impact From Education) was a 3-year federally funded program to develop, field test, and disseminate a collaborative model that increases the capacity of neighborhood schools and local education agencies to provide appropriate educational services to children with deaf-blindness in general education settings and improve…

The trainer's manual was written for use with teachers in the field and provides guides for teaching a mini-course in developing individualized learning activities for students with learning disabilities. There are four sessions outlined, each having an overview of the goals, activities, materials, and time for the session; an outline of topic to…

The response of the Teacher Corps project schools to the mandates of P.L. 94-142 (the Education for All Handicapped Children Act) is reported. Changes in school based organization and management stemming from the legislation are divided into three categories: (1) general school types of procedures, including such areas as evaluation and assessment…

Provided is a manual compiled by the Southwest Regional Resource Center identifying and articulating the process steps required to establish services for severely handicapped children in a public school setting. Offered are seven planning elements (population baseline, appraisal resources, schools and physical facility resources, transportation,…

The purpose of this 1988 follow-up study was to augment findings previously obtained in a comprehensive needs assessment regarding appropriate physical education programming for mainstreamed students. The current educational needs of elementary and secondary public school teachers were determined. Information was sought on teachers' experience,…

A project was conducted to create a handbook for consumer and homemaking education teachers in Georgia who deal with mainstreamed handicapped students. The handbook is intended to help teachers develop and implement effective individualized education programs and is designed to supplement the Georgia Curriculum Guide for Consumer and Homemaking…

Explains some of the significant provisions and recent case law developments in special education for the disabled in England. (78 footnotes) (MLF)

A study was conducted to determine the educational needs of elementary and secondary school physical education teachers in Ohio in mainstreaming handicapped children in their classes. A validated questionnaire was sent to teachers in 35 school districts, and 241 teachers responded. The survey sought information on the experiences of teachers with…

Literature on the topic of preparing teachers for mainstreaming was reviewed, with focus on research and writings involving: (1) teacher attitudes toward mainstreaming; (2) teachers' expressed needs in regard to mainstreaming; (3) development of preservice education programs which provide a base of knowledge and experience in mainstreaming; (4)…

A sample of 212 Mississippi special education teachers responded to a questionnaire concerning their education, adequacy of their coursework, and their training needs in relation to PL 94-142. Identified inservice needs focused on individual education plans (IEPs), working with the emotionally disturbed, and cooperating with parents. (SJL)

The monograph describes the progress that has been made in exceptional child education in Alabama during the last decade and addresses needed areas of improvement. Brief sections focus on the following items: financing special education programs, instructional programing in local education agencies, individualized education plans, diagnosis of…

A study examined the inservice needs of vocational educators related to the inclusion of special needs students in vocational classes. Purposes were to determine the statewide enrollments of special needs students in vocational programs; to examine the instructional needs of vocational educators for working with these students at three schools; to…

A study examined special and mainstream vocational teacher involvement in design, delivery, and review of Individualized Education Programs (IEPs) for handicapped youth in Vermont. It also assessed inservice and program needs of mainstream vocational educators and Diversified Occupations (DO) lab instructors. Information was collected from 214…

This guide to the transition of special education students to less restrictive environments or from school to work stresses the importance of planning and communication during the entire process, from initial plans through implementation and follow-up. Section 1 consists of a "Transition Process Checklist" to aid in the organization and follow…