This article outlines person centered planning (PCP) methods to assist in the review and revision of Individualized Education Programs (IEPs) for students with disabilities. Two methods of PCP are explained and illustrated with case studies. The article describes uses of PCP methods for IEPs and concludes by suggesting ways that PCP methods may…

The paper describes techniques of developing and implementing speech-language individualized education programs to speech/language impaired students by means of "whole class" language experiences in regular elementary classrooms. (Author/DB)

An educational planning strategy is presented to assist students in assuming an active role in individualized education program conferences. Using the acronym "I PLAN," students learn to inventory their strengths and weaknesses; provide the information on inventory sheets; listen and respond; ask questions; and name their goals. (JDD)

Educational records of 127 secondary students with disabilities were reviewed to assess impact of vocational assessment information in Individualized Education Plan (IEP) development process. Results focus on the impact of information on the number of IEP vocational goals and objectives written, kinds of IEP items written, and number of IEP goals…

The McGill Action Planning System (MAPS) is a planning process for furthering the integration of children with disabilities into the school community, using a team which includes the individual, family members, friends, and regular and special education personnel. Examples of MAPS planning for elementary-age and secondary-age children with severe…

Profiles Ann Blakeney Clark, dynamic North Carolina middle school principal who knows her 750 students by name, insists on individualized education plans, carefully matches students with appropriate teachers. Clark's walk-around management style allows her to catch students and teachers in act of doing things right. Having instituted team teaching…

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)

Explains the concept and proper application of least restrictive environment in laws governing special education. Discusses conflicts that often arise between parents and school officials. Maintains that close adherence to least restrictive environment guidelines will best serve the interests of students and of the entire school community. (DM)

This paper draws a distinction between evaluation and measurement, and explains the need to link curriculum-based evaluation to the development of individualized educational plans. The paper proposes a set of rules for focusing curriculum-based evaluations, such as "don't confuse the curriculum with instruction" and "only think…

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…

Individualized education programs for each child at two suburban Minnesota elementary schools help teachers ensure that every child achieves and is revitalizing the parent-teacher relationship. The plan's structure, based on early conferences, is described in detail. A sidebar shows the importance of setting learning goals. (MLH)

Describes a study of the extent to which children in early intervention programs are experiencing a reiteration of Individual Educational Program (IEP) objectives from one year to the next and whether this repetition results from establishing initial objectives too difficult for the children. Finds a significant amount of repetition and objectives…

Exit individualized education programs of 331 students with moderate mental retardation were analyzed for their inclusion of 49 employer-designated important job skills. The most frequently addressed skills were in the category of work-related abilities, whereas the least frequently addressed skills were in the category of interpersonal skills.…

There are three reasons that specially designed instruction at the high-school level is improperly delivered: teachers may not understand the requirements, know how to make appropriate accommodations, or follow what has been outlined. Scheduling mismatches and failed behavior-management implementations are additional factors. Planning ahead avoids…

Strategies to improve transition planning include the following: (1) assess students' transition goals using life-skills assessments related to career education; (2) incorporate students' and parents' perspectives using future-based assessment and planning; and (3) specify interventions for achieving outcomes. (Contains 24 references.) (JOW)