This study examined the opinions and practices of 59 of Alabama's rehabilitation counselors who are assigned to serve secondary students with disabilities. Results are presented within the areas of: (1) Individualized Transition Program; (2) student/parent participation in transition, (3) assessment, (4) vocational preparation, (5) service…

This report discusses some "promising" compensatory education programs and presents statistical estimates which identify the disadvantaged population to be served by such programs. The discussion is based on observations of school systems and programs in all sections of the country and on interviews with over 200 educational administrators who…

The authors criticize the regulations of P.L. 94-142, The Education For All Handicapped Children Act, regarding individualized education programs (IEPs). It is suggested that although the underlying concepts of IEPs are sound philosophically and educationally, the IEP in practice is inefficient in terms of time and actually detrimental to…

Individualized Education Program meetings can improve the parent-professional partnership by careful consideration of such factors as meeting location, comfortable waiting areas, group process clarification, opportunities for parent input, telephone follow-up, and development of support groups. (CL)

The study was conducted to describe the nature and extent of involvement experienced by 36 parents of learning disabled (LD) children compared to that by 38 parents of nonLD children in the primary mainstream classrooms. (SW)

The involvement of parents in developing individualized education programs (IEPs) for their children with autism is discussed. Essential components of IEP documents are outlined, and strategies that professionals can use to promote significant family involvement are considered. (Author/SW)

This article defines standards for developing Individualized Education Plans (IEPs) for gifted students. Recommendations for developing annual goals and short-term learning objectives that are complex, open-ended, flexible, and yet measurable for purposes of assessment and accountability. Parent involvement before, after, and during IEP…

This idea offers tools and suggested processes to encourage parent participation in (IEP) Individualized Education Program team meetings. It considers aspects of team culture using three examples to illustrate how the meeting environment, culture, and language can discourage parent participation. Suggestions for changing team practices follow.…

Parental dissatisfaction with special education services is a national problem. This article presents two districts that have undergone systemwide changes to decrease the dissatisfaction of families who have children with disabilities. Using qualitative inquiry, the authors analyzed documents and observed and interviewed 24 informants about the…

This single-sheet eight panel brochure provides guidelines for parents on effective participation in meetings with school personnel to discuss their child's individualized education program (IEP). Included are an explanation of what the IEP contains; the settings in which it can be implemented; the non-academic, extracurricular, and supportive…

Suggests that school counselors, because of their expertise in human relations skills, may assume the role of advocate for handicapped students and their parents. The counselor can help parents prepare for the Individualized Education Program meeting and encourage parent participation. (JAC)

This guide is intended to help Ohio parents to participate more fully in the development of their child's Individualized Education Program (IEP). The guide addresses the following aspects of the IEP process: the vision statement; present levels of performance; the need for specific performance statements (with examples of bad and good statements);…

The author addresses the legal nature of parental participation in the education of handicapped children, with particular attention to involvement in the individualized education program (IEP) process as mandated by P.L. 94-142 (the Education for All Handicapped Children Act). (SW)

The author looks at problems involving parents of handicapped children in the educational decision making process and suggests areas of needed research. Mediation is suggested as a means to keep parents involved in decision making and to reduce the adversarial and costly nature of due process hearings. (SB)