Parents of preschool gifted children were surveyed regarding their attitudes toward the identification process (almost half were uncertain about the system), participation in the program (transportation difficulties), administrative considerations, preschool teachers, and individual educational planning (a majority supported the IEP). (CL)

Before teachers can productively implement individualized education programs for handicapped students, substantive IEP planning should occur at state and local levels. Impediments to IEP development should be identified and relationships among federal, state, and local agencies clarified. A paradigm is offered to help the teacher systematically…

A model for gifted and talented children, the Revolving Door Identification and Programing Model, which stresses differentiated programing, can be applied to special education settings. The model has implications for identifying student skills and interests, streamlining the basic academic program to pursue those interests, and providing…

Individualized Education Programs (I.E.P.s), as specified by PL 94-142, attempt to guarantee that a person's past, present, and future needs are accounted for in their education. The author argues that persons responsible for I.E.P.s could profit from a developmental perspective. (MT)

The Special Program Responding to Intellectual Needs of Gifted designed an assessment and intervention process similar to special education programs. Individual objectives and activities were written based on present functioning. Three years of implementation produced change in excess of chance and maturational projection in 22 of the 26…

A feasibility study of Goal Attainment Scaling (GAS) in a multicategorical preschool demonstration project pointed to the relevance of the method for improving implementation effectiveness of individualized education programs with severely impaired preschoolers. However, there were serious limitations for using GAS as a measure of program impact.…

Guidelines are presented on writing a visual assessment report of visually handicapped students for purposes of assessment or for writing an individualized education program. Topics to be covered as well as steps in preparing and writing the report are discussed. (CL)

Describes a model, based on the "levels of use" concept, for evaluating individualized education program (IEP) implementation under Public Law 94-142. The model includes three levels: awareness, implementation mechanics, and "evolution" or realization of goals. The model is applied to 30 IEPs in a Florida school district. (RW)

Discusses the role of the school psychologist in the administration and interpretation of comprehensive psychoeducational vocational evaluations designed to aid individualized education program committees in constructing vocational programs for handicapped students. (Editor/CT)

The Individualized Education Program (IEP) becomes a management tool when it is used to administer programs proactively. The IEP can have an impact upon program effectiveness and student competency development when a systematic process of assessment, goal setting, planning, and evaluation is followed. (SK)

Parents of exceptional children were surveyed about their reaction to the individualized education program (IEP) process. Parents of gifted children, of children in itinerant settings, and of elementary children showed less positive attitudes toward IEPs. (CL)

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)