Intended for state education agency personnel and others concerned with implementation of P.L. 94-142 (Education for All Handicapped Children Act), the booklet presents summaries and findings of three research projects on individualized education programs (IEPs) and the planning team (PT) process. Reported on are the following three studies: a Connecticut study which focused on levels of participation and levels of satisfaction of PT members, parental role, knowledge of purpose and scope of PT responsibilities, and style of decision making; a Stanford Research Institute study in which 150 IEPs were reviewed and analyzed and 200 interviews with parents, teachers, and administrators were conducted; and Project IEP in which 1,000 individuals were interviewed to identify federal, state, and local relationships, parental role, teacher role, and variables which reduce problems and enhance teacher morale. Cited among findings are that the role of parents in planning team meetings had not yet been defined; that student participation in IEP planning was virtually nonexistent; and that teachers expressed concern that they were being asked to perform tasks (such as instructional assessments) for which they had not been trained. (SBH)