Ninety-four administrators and secondary resource teachers, who were surveyed about program needs for learning disabled (LD) students, ranked individualization of instruction as most important and self-contained LD classes as least important among 15 programs. (MC)

Presents the reinforcement theory of learning and explains how it relates to the Keller Plan of instruction. Advocates the use of the Keller Plan as an alternative to the lecture-demonstration system and provides an annotated bibliography of pertinent material. (GS)

Described is a program developed and used by two teachers to individualize instruction and overcome student apathy in their biology classes. A book, "An Approach to Teaching Biology, Student Guide to Learning," was developed to supplement the textbooks used. The physical rearrangement of the classroom was also considered imperative. (EB)

A concerted effort on the part of the teacher, the student, and the parent is essential for successful learning to take place. A discussion of how students should be guided in the learning environment was presented. (RK)

University Level IGE is seen as applicable and effective for professors because the procedural elements of IGE, particularly team teaching and the deliberate use of varying modes of media instruction, are readily transferable to the university environment. (MM)

The article outlines the nature of behavioral instruction, evaluates research on the effectiveness of behavioral instruction, evaluates research on the contribution of the components of behavioral instruction, and discusses critical issues with an eye to future developments. (RC)

Describes an individualized reading program in which teaching methods are selected on the basis of each student's needs. (RB)

A unit intended for self-instruction developed in 1974 at the University of Minnesota Work-In in Besancon, France is given. The goal of the unit is to enable the student to use the metro for transportation in Paris. (RM)

This article is directed to teachers of English as a second language and suggests sources of dialogues; ways to use dialogues in listening, speaking, reading and writing; using dialogues in personalized instruction and choosing dialogues. Dialogues should be short, natural conversations adapted to individual students. (CHK)

An individualized instruction program in mathematics for elementary school students is described. Classroom organization, the role of the teacher, administrative organization, and instructional materials are discussed. (DT)

Described is a personalized self-instruction science program implemented at Cambridge School, Boston. The program consists of five-week modules, in each science area, which the students select. (SL)

To help special education planning teams reach agreements, the Minnesota Department of Education and the Minnesota Special Education Mediation Service (MNSEMS) provide the option of facilitated IEP meetings. This option is available for IEP (Individualized Education Program), IIIP (Individual Interagency Intervention Plan), and IFSP (Individual…

Much debate centers on motivating students in reading achievement. Should students feel motivated from within (intrinsic motivation), or is it better to have extrinsic motivation whereby external stimuli are used to help learners achieve optimally in reading? This paper aims to analyze the two points of view about motivating students in reading…