Teachers of severely handicapped students can organize their classrooms to maximize individualization by designing a schedule for each adult (therapist, aide, etc.) and student; developing meaningful individualized educational programs; and by using a folder system to communicate specifics of each instructional activity. (CL)

A five-step method is advanced for matching teaching strategies with learning styles in implementing individualized educational programs with learning disabled students. Steps involve evaluating current and needed skills and assessing how the child has learned what he/she already knows. (CL)

Presents guidelines and strategies for the joint development and subsequent implementation of the individualized education programs (IEPs) and the relationship between special education and vocational education in this process. Three major topical areas are explored: key concepts, IEP development in vocational education, and IEP implementation…

An educational assessment model for developing an individualized education program for mildly retarded students is composed of seven assessment topics: intellectual, development, adaptive, vocational, academic, reinforcement hierarchy, and behavioral characteristics assessment. (CL)

The article explores grading options for the teacher to consider when evaluating students who are receiving specialized education and participating in the mainstream of regular education. (DB)

Parents who received an informal invitation to their handicapped child's individualized education program (IEP) meeting along with followup efforts participated in greater numbers in the IEP meetings than parents who recieved one message and no followup communication. (CL)

If chronological age appropriate and functional curricular content is to be developed, the basic components of an individualized education program (IEP) mandated by P.L. 94-142 (the Education for All Handicapped Children Act) must be supplemented, and instructionally defined for each severely handicapped adolescent or young adult student. (Author)

In using the framework, the two main administrative problems encountered are reporting the evaluation to the decision makers and the feasibility of conducting an IEP evaluation. (Author/PHR)

The article addresses issues in minimal competency testing for physically handicapped and learning disabled students. Adapting the competency test to the needs of the handicapped students, relating minimal standards to the individualized education program (IEP), and adopting different criteria for graduation are three options considered. (CL)

Presents a rationale for sex education for the handicapped and lists instructional concepts relating to sex education which the authors feel should be considered by those developing IEPs for handicapped students. (SJL)

Two articles focus on the development of individualized education programs (IEPs) as mandated by P.L. 94-142 (the Education for All Handicapped Children Act). (SBH)

The authors encourage the inclusion of recreation in the individualized education plans (IEPs) of retarded students by selectively reviewing the literature. In addition, specific instructional concepts are presented (such as integration with nonhandicapped and use of task analysis). (Author/SBH)

The discussion of minimum competency testing (MCT) for learning disabled students focuses on advantages and disadvantages, the need for test modifications, and the importance of coordinating the child's individualized education program with MCT considerations. (CL)

The role of self-advocacy in educational decision making is explored. A student's involvement in the individualized education program (IEP) development is considered. (CL)

Analyzes Indiana case involving a school district's efforts to obtain a limited education guardianship and the medical records for a 16-year-old special-education student whose mother refused to cooperate in the development of an IEP. The state appellate court reversed the trail court's decision granting the district's requests. Discusses…