Evaluation of the Social Integration Program (SIP) which provided mainstream services to 31 preschool handicapped children in Utah during its first three years found that SIP children made significant gains on educational and developmental tests and mastered a high proportion of individualized education program objectives. (Author/DB)

Reports on a study involving 12 industrial educators who were provided case studies describing two disabled students and asked to write an individualized educational program for one student based on a nonobjective curriculum and for the other using an objective curriculum. The latter programs matched more closely the established criteria. (CH)

Individualized educational plans developed from the passage of Public Law 94-142. Problems have surfaced in the implementation of this program due to the great amounts of time that both teachers and parents are required to spend on each plan. (DF)

Teachers and administrators can promote the involvement of parents of handicapped students through individualized education programs which include home-or home-school-based objectives. The programs must then be monitored to determine their success. (CL)

The individualized reading approach, which features independent activities and individual conferences with children, is described in terms of specific areas of need when used with disabled students including systematic progress checks and Individualized Education Program accountability. Advantages and disadvantages of the approach are noted. (CL)

This document describes the steps to solving an issue sent in by a parent. The scenario addressed in this document is one where a parent indicates sometimes his/her child comes home from school and reports that he did not have time to finish his math or reading tests at school. The parent and the teacher had agreed at his Individualized Education…

This document provides information for decision-making by school personnel, parents, and other Individualized Education Program (IEP) team members about the participation of students with disabilities in the various assessments. It explains in detail the use of adaptations, including accommodations and modifications, where necessary for students…

This paper addresses issues in determining the most appropriate placement for a student with a disability, emphasizing that Individualized Education Program (IEP) teams must adhere to legal requirements related to placement in the least restrictive environment. The paper addresses: federal requirements under the Individuals with Disabilities…

The North Carolina Alternate Assessment Portfolio (NCAAP) is a year-long, performance-based assessment process that involves a representative and deliberate collection of student work/information that allows the user(s) to make judgments about what a student knows and is able to do. This includes the progress that has been made in those goals…

A procedure that may be used to formulate long-term goals and short-term objectives for individualized education programs that focus on the evaluation of handicapped student progress toward those goals is described. (SEW)

Despite barriers such as apathy, lack of training, home problems, and demographic and ethnic factors, vocational and special educators need to involve parents in setting goals and determining strategies that will help handicapped adolescents become qualified workers. (SK)

The author suggests ways in which the individualized education program (IEP) may be used to facilitate articulation for handicapped students. Advantages of the IEP approach are noted for admissions, program modification, financial assistance, and instructional assessment. C. Johnson's reaction cites benefits as well as problems. See also EC 133…

The article posits that the interdisciplinary cooperation needed to make individualized education programs (IEPs) an effective part of an ongoing, responsive process is more likely to be achieved when educators and parents adhere to certain principles of group dynamics and interpersonal perception. (SB)

Sections consider placement criteria for physical education services, use of test results for developing the individualized education program and determining the least restrictive physical education placement, placement criteria for noncurricular physical education, and basic provisions of federal laws. (SB)

This summary of concerns about the development, implementation, and review of Individualized Education Programs (IEP) for handicapped vocational education students highlights the need for increased communication among participants and the need for establishing procedures for IEP design. (SK)