Described is an individualized program at the University of Hawaii designed to teach students the operation of audiovisual equipment as well as basic production techniques. (LS)

This paper examines two opposing views concerning whether or not the individual should direct his own learning. The author suggests a tentative approach to a solution of the institution/individual conflict. (Author/AS)

General description of program which will begin at University of Washington in Fall 1971. (RT)

Modular scheduling benefits only a minority of students. A client-centered approach to individualization seems to be a promising area. (Author/RA)

Recognizing that learning is an individual activity, a dual set of alternatives must be made available to give the learner freedom to operate in ways consistent with his interests, abilities and needs. (NH)

An in-school suspension program in Virginia is characterized by individualized academic and/or behavioral intervention. (Author/MLF)

The historical origins and influences of these two major instructional approaches are reviewed in order to define the essential elements of each, identify important similarities and differences, and specify the functional relations that make programed instruction and task analysis complementary components of an individualized training strategy.…

The appropriate delivery of service to people with intellectual disabilities in Victoria (Australia) can be facilitated by General Service Plans (GSPs). This paper provides suggested content for such plans, a protocol for their evaluation, and an assessment of GSPs in Victoria constructed between 1987 and 1990. A large number of GSPs were found to…

This paper considers the measurement of person-centered planning with developmentally disabled individuals. It reports on the development of three instruments to assess person-centered planning and both a process and an outcome index. Psychometric evaluation indicated test-retest reliability and measures of internal consistency were adequate.…

The design of governmental regulations creates an assumption that policy implementation is linear in nature and is unproblematic (Dorey, 2005). As states, local education agencies (LEAs), and eventually school leaders and teachers engage in the policy implementation process, it becomes evident that this hierarchal dissemination of policy results…

A contextual analysis of the general education default and student benefit is presented from the perspective of school-based compliance with federal mandates from IDEIA [Individuals with Disabilities Education Improvement Act] of 2004. A goal was to inform school administrators striving to develop and maintain effective, inclusive learning…