The author discusses problems associated with parent/educator conferences on the yearly plan for educational services for an exceptional child and provides five guidelines, including facilitation of parent's verbal participation. (MC)

The authors emphasize that, although the "Education for All Handicapped Children Act" provides for inclusion of students in the individual education program (IEP) meeting, few parents and students are aware of the possibility. Suggestion are made for parents and school personnel about ways to include students. (MC)

Proposes the use of Goal Attainment Scaling (GAS) for evaluating Individualized Educational Programs (IEPs) that must be developed for all students classified as educationally handicapped. Explains the use of GAS in constructing attainment or outcome estimate goals for identified problem areas, and discusses its usefulness in planning, record…

The authors discuss the issue of increased record-keeping responsibilities which are the direct result of the individualized education process (IEP) as mandated by P.L. 94-142 (the Education for All Handicapped Children Act), and they describe one method of alleviating the burden of this paperwork through the use of computers. (SW)

A teacher, warned not to put anything in the individualized education program that will cost the school district money, is urged to go to the supervisor, file a noncompliance charge with the state education agency, or alert a third party to take that action. (CL)

Compliance with the spirit of the law mandating individualized educational progams (IEPs) for handicapped students requires systematic implementation through the instructional plan. Four techniques for facilitating IEP development and implementation are reviewed, including using existing skill sequences in curricula and systematically collecting…

Vocational education can play a significant role in the occupational development of handicapped students. Instruction in six cluster areas can be accomplished through regular, adapted, or special vocational education as well as individual vocational training and prevocational evaluation services. Vocational educators have specific functions within…

The study evaluated the effectiveness of two intervention strategies on parental contributions to the individualized education program (IEP) conference. Results indicated a greater amount of parental involvement in the conference attended by a parent advocate than those in which parents had received questions.

The article describes the McCarron-Dial Work Evaluation System (MDWES) model of vocational evaluation and development for handicapped youth. Sections address the theoretical basis of the model, application and research, five factors which predict vocational competency, factor interpretation and priortizing, and MDWES data in the individualized…

The article presents a three module training course to help parents of handicapped children participate effectively in individualized education program (IEP) meetings. (CL)

This decision did not clarify all of the issues involved but did state clearly that if the need arises, a student, regardless of his or her learning disability, can be suspended up to a full 10 days. (Author/IRT)

The article describes the organization of an assessment battery which generates data for establishing individualized education programs (IEPs) for children with learning disabilities. Instruments and procedures for obtaining data related to each facet of assessment are identified. (SBH)

Presents a way to frame individualized education plan (IEP) meetings using the concept of self-organizing systems, which can produce novel outputs from dynamic interaction among system components. Identifies components of an IEP system, their complex nature, and responsiveness to impacts and suggests ways to improve meeting outputs. (SK)

Addresses legislation related to special needs students and provides a conceptual/theoretical framework for including them in technology education classes. Discusses categories of students, individualized educational plans, modifications and accommodations, and the implications for teacher education. Contains 12 references. (JOW)

Understanding facilitative aspects of power is necessary for analyzing processes and outcomes in today's schools. Facilitative, interactive power has become commonplace when no single individual or role commands decision-making control without dependence on expert knowledge and collegial cooperation. Examples include individualized educational…