The authors talk about school psychology and the assessment of profoundly handicapped children from their personal experiences in two fields: special education and school psychology. Each author has practical experience relevant to current trends in these fields. (Author)

Individual Student Improvement Plans (ISIP) cover students with basic skills deficiencies at sixth grade or later levels. Many plan mechanisms provide schools with comprehensive diagnostic data. The state code requirements for evaluation are given with NJEA recommendations to rely upon existing data regarding student standing in course objectives.…

Among findings were that 71% felt they were actively involved in IEP development, parents of Caucasian children were significantly more aware of services listed on their child's IEP than parents in other ethnic groups, and only a slight majority felt that school had identified their child's needs as soon as possible. (SW)

The article considers such issues as the individualized education plan, due process procedures, the least restrictive environment, parent participation, annual reviews, and allocation of federal support. Recent setbacks caused by cutbacks at the California and national level are cited as a result of more recent state and federal rulings. (SB)

Outlines Hudson Valley Community College's Individualized Studies Program which provides a liberal arts base upon which students design their programs. Describes the program, which also serves a developmental function, in terms of its students, learning laboratories, study skills course, and ongoing orientation process. (DMM)

Thirty-nine students in classes for deaf-blind children were assessed using the Behavior Rating Instrument for Autistic and Other Atypical Children (BRIAAC). Each child was observed for two hours and was rated on the eight BRIAAC scales. The Behavior Rating Instrument evaluated the child's motivation as it emerged in daily context. (JN)

A rationale for including a leisure time activities curriculum component in educational programing for severely handicapped individuals is presented. The importance of play and the constructive use of leisure time is described through the use of a model demonstration project. (JN)

Ten key issues and obstacles pertaining to mainstreaming are discussed, including redefining the relationship between special and regular education, the schock of normalization, recognition of physical and psychological barriers, teacher attitudes, labeling, and the individualized education plan. (DLS)

The authors define the individualized educational program (IEP) provision of PL 94-142 and the roles and responsibilities of the participants in the IEP process. Studies of concerns and potential problems with the IEP are briefly reviewed. (SJL)

Addresses four issues in programming for the handicapped: role of the vocational educator in the Individual Education Program; utilization of available resources by vocational educators; parental involvement in programming for the special needs student; and increased need for inservice and professional development. (CT)

Reviews the 1997 amendments to the Individuals with Disabilities Education Act in the context of the law's history. Focused on are changes in Individualized Education Program requirements, mediation as a conflict resolution option, discipline of students in special education, and the required review of the relationship between a student's…

Shows the complexity of special-education programs and the Individuals with Disabilities Education Act (IDEA) due-process requirements and the costs associated with special education. Lists the procedural safeguards for parents under IDEA. (MLF)

This discussion considers positive aspects of computer-assisted Individualized Education Programs (IEPs) for students with disabilities and the possibility that this technology may reinforce existing flaws or create new ones. It reviews the IEP's evolution, the organizational influences on technology adaptation, and legal and programmatic issues.…

Discussion of the British Code of Practice for the Identification and Assessment of Special Educational Needs focuses on the need to implement the Code in the context of the National Curriculum, modified as necessary, and individualized in the student's Individualized Education Plan. (DB)

Presents four principles (based on court decisions and due process hearings) to help make inclusion work: (1) placement decisions should consider regular education with supplemental aids; (2) decisions should be made in the child's best interest; (3) regular education teachers should be fully aware of the nature of the child's individualized…