Addresses pitfalls in formulating individualized education program (IEP) goals and objectives for handicapped students as mandated by P.L. 94-142 (the Education for All Handicapped Children Act). Short-term objectives are subordinate to goals and should reflect a hierarchical relationship to goal. Some of the inadequacies of written objectives are…

Techniques for developing a schedule in an early intervention program for handicapped students include setting the stage, selecting and arranging the time blocks, scheduling individual and group programs, and assigning staff. Classroom arrangement decisions must be made and the schedule should be evaluated in relation to individualized education…

The article examines evaluation strategies for determining prevocational/vocational work potential and interests of handicapped students. The use of existing information as well as information gained from interviews is considered. Prevocational/vocational programing is addressed in terms of the individualized education program. (CL)

One hundred eighty-six individualized education programs (IEPs) and corresponding psychoeducational assessments were collected from the files of learning-disabled children. Components were examined in relation to the requirements of P.L. 94-142, the Education for All Handicapped Children Act (Section 602). (SB)

An individualized profile of benefits is needed to describe what advantages, profits, and new opportunities are offered by individualized education plans for handicapped students. (Author)

The author considers fundamental economic considerations which underlie decisions concerning individual education programs (IEPs) as mandated by P.L. 94-142 (the Education for All Handicapped Children Act) for handicapped students. (SB)

A pilot study was conducted to provide a preliminary assessment of the validity and usefulness of the Wide Range Achievement Test (WRAT) as a teacher aid for individualized educational program (IEP) development and educational programing for 21 visually handicapped students (9 to 15 years old). (Author/SBH)

Because Illinois public school districts have been mandated to develop a minimal competency testing policy by 1980, the Illinois Council for Exceptional Children commissioned a study on competency testing and the handicapped to generate recommendations that could be used by local districts in developing policy. Recommendations are listed.…

Shows that, for the most part, legislation mandating the development of individual educational programs (IEPs) for children receiving special services is effective, but that parents are less positive about some aspects of the IEPs than about others. (Author/FL)

The article presents an interview with Heckelman, senior clinical psychologist with the Riverside County Califonia Children's Mental Health Department, on successful remediation of learning disabilities. Topics discussed include the relationship between success of remedial techniques and lateral dominance, the neurological impress method, the…

Seventy-five teachers provided data on the time required to prepare individualized education program (IEP) documents for a sample of 807 exceptional children in a study of the cost required for IEP development. Analysis of the data indicated that a considerable amount of time is invested in the IEP process. (Author/PHR)

Discusses implications of the 1997 Individuals with Disabilities Education Act Amendments for local policy and practice. Secondary principals should understand new requirements for locating and evaluating eligible students with disabilities, including disabled students in state and districtwide assessment programs, involving regular teachers in…

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)