Individualized instruction is an important tool in mainstreaming special needs students in industrial arts, as experience has shown. Important steps toward meeting these needs include (1) making an individualized assessment of each student, of student needs, and of the present state of student accomplishments; and (2) developing an individualized educational plan (IEP), wherein needs are related to course goals and objectives and provision is made for measurement of success. One step beyond the IEP for special needs students would be an IEP for every student. This approach was adopted for a junior high general metals program. Course objectives were written into class projects that provided a logical progression of learning. Lists of "prescriptions" that ranged in level of difficulty were made for every project such that student demonstration of a certain level of mastery exempted the individual from written work requirements. Students were able to use self-corrected tests to measure their progress. The approach enabled the class to meet the intent as well as the letter of the law on mainstreaming of special needs students and allowed students to tailor learning events to suit themselves. (The appendix contains a set of questions which can help determine appropriate individualized programs for special needs students.) (CP)