This is the fourth monograph in the admissions models series. Based on discussions at a June 2004 conference and conversations with numerous admissions experts, this publication describes different approaches to individualized review and covers topics such as standardizing elements of the application, reader training and guidelines, consistency…

The passage of Public Law 94-142 (Education for All Handicapped Children Act) in 1975 had a great impact on the role of school psychologists. One of the controversial requirements of Public Law 94-142 alluded to the involvement of school psychologists in Individualized Education Program (IEP) development. This study was undertaken to obtain…

The paper reviews special education provisions (specifically regarding individualized education programs-IEPs) in Holland. Regular and special education operate fairly independently. Policy changes regarding IEPs are noted. IEPs are formulated to be both initial planning and instructional tools. Interviews and surveys were completed by 84 teachers…

The paper highlights the importance of communication among all parties involved in individualized education programs for handicapped students. The rationale for an interdisciplinary team model emphasizes the teacher's role as educational synthesizer. A case study of a child with learning and behavioral problems is presented to illustrate specific…

The study was intended to replicate the Albright-Preskill study (1981) in Pierce County, Washington in order to assess the status of collaborative individualized education program (IEP) development between vocational education and special education at the secondary level. Questionnaires were completed by 192 secondary level vocational education…

The paper discusses the expansion of the Individual Education Plan (IEP) to include home and community-based training activities by active two-party service contracting with handicapped students. Specific topics include a justification of homework, current status of the IEP process, current instructional problems, the viability of homework as a…

The author discusses improvement in quality of special education through the use of the individualized education program (IEP) as a placement, instructional, and planning tool. Conditions necessary for using the IEP effectively are listed. Implementation of the IEP as placement, instructional, and planning tools is noted to depend on four…

The guide is intended to help clarify P.L. 94-142, The Education For All Handicapped Children Act, and its regulations for administrators. The manual is organized around three central topics: an overview of the law and its regulations (background and purpose of the law, major provisions of the regulations, future of special education); effects of…

Data describing a student's present skill levels are often difficult for all members of a Child Study Team (CST) to understand, and these data often do not readily lend themselves to developing specific goals and objectives for an Individualized Education Program (IEP). The Brigance Diagnostic Inventories (the Inventory of Early Development, the…

The study examined the individualized education program (IEP) process by investigating and observing instructional settings, interviewing IEP service providers, and reviewing handicapped students' records. Ninety students were randomly selected for examination of their IEPs. Data were collected, recorded, and analyzed by using record review,…

Intended for special education teachers, the idea book for involving parents in the individualized education program process is presented. Barriers interferring with parent participation and suggestions for overcoming them are addressed in nine areas: communication problems, transportation problems, babysitting problems, lack of time, lack of…

The Behavior Objective Checklist, (BOC) a measure to determine social/emotional/behavioral goals and objectives on the Individualized Education Program, was administered to 27 psychiatric day or inpatient children (preschool-grade six). Analysis suggested adequate reliability and validity for the BOC. (CL)

Analysis of 53 randomly chosen individualized education programs of secondary special education students revealed that less than half contained at least one vocationally oriented annual goal while more than half specified segregated placement. Limited participation in the staffing team by vocational educators was indicated. (CL)

Parents (N=243) surveyed on their satisfaction regarding their handicapped child's individualized education program staffing reported four variables significantly affecting their satisfaction: (1) adequate time, (2) multidisciplinary input, (3) parent involvement, and (4) lack of blame attribution to the parents. Preparation for the staffing made…

Approaches to enhance the integration of severely handicapped students into community activities should be based on specific goals and objectives specified in the Individualized Education Program. Procedures for carrying out a community integration placement begin with assessment of community resources and progress to advertising the program and…