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 "Father's Day" was created to promote fathers' participation in a preschool class for physically handicapped and developmentally delayed children. Planning and actual implementation are described along with suggestions for making the day a success. (CL)

Integration of language/communication objectives across the preschool day involves 6 steps: (1) determining language/communication objectives of students, (2) determining most appropriate model for integrating each language/communication objective, (3) determining settings for integration, (4) assigning staff responsibilities, (5) developing and…

The mandates of Public Law 94-142 (the Education for All Handicapped Children Act) as it relates to the mainstreaming of moderately retarded students in elementary physical education programs are reviewed and steps in the implementation process are outlined. (PHR)

The use of contract activity packages (CAPs) in writing an individualized education program for special needs students is discussed. A CAP is defined as including simply stated objectives; use of multisensory resources; creative, sequential material; provision for student developed alternatives; at least three small group techniques; and a pretest…

A rationale is presented for developing gifted education projects that are differentiated from the regular curriculum. A specific activity, called "Let's Build a Sailboat," is described to illustrate guiding principles for success in student project development. The project taught planning and management skills to junior high school gifted…

This article reports the experiences of one school district as it moved from serving students with severe disabilities in segregated programs to a full inclusion model. Year one focused on getting started, planning, and beginning integration efforts and year two on implementation of a structured peer integration program. Applicability of the full…

This article reviews the use of transdisciplinary teaming and integrated therapy for young children with multiple disabilities. It presents examples and suggestions for implementation, in the areas of flexibility, Individualized Education Program development, and parent participation. (JDD)

The Bama Bookworm Program, developed by a university remedial reading summer school program, encourages parents of remedial readers to listen to their children read and to ask comprehension questions four nights a week for a month. The program provides incentives (pizzas and t-shirts) and was enthusiastically received by parents and children. (DB)

A total communication program was introduced to enhance the communication skills of 8 students, age 11-14, with severe and moderate retardation. The method gradually developed into a successful introductory reading program, with instruction focused on sight vocabulary and comprehension skills. (JDD)

Services of two school districts to exceptional students in transition are reviewed. The Great Falls (Montana) model involves a five-year individualized education program, maximum integration, and three phases of paid employment. The Natrona County (Wyoming) program is based on such crucial services as vocational evaluation, community living…

A middle school program designed to meet functional curriculum goals of students with mild and moderate disabilities in general education classrooms is described, with emphasis on specific preparation for teachers; extensive and thorough collaborative planning; and strong, ongoing implementation support. (DB)

This article describes an intraschool consultation model for meeting the transition needs of elementary school special education students moving on to secondary school. Model components include providing staff with a communication vehicle and implementing pretransition programs. A checklist of modified methods of instruction and evaluation that…

The article describes how a Virginia urban school system implemented an outcome-oriented work transition process with approximately 230 trainable or severely/profoundly handicapped students (ages 16-21). The article describes the system, students, and staff; developing a formal transition process; the individualized transition plan; and the job…