If chronological age appropriate and functional curricular content is to be developed, the basic components of an individualized education program (IEP) mandated by P.L. 94-142 (the Education for All Handicapped Children Act) must be supplemented, and instructionally defined for each severely handicapped adolescent or young adult student. (Author)

The authors address planning issues and suggest methods of interagency cooperation, integration of generalizable skills in individualized educational planning/programming, developing goals and objectives, and using student assessment and evaluation information. (CT)

The personal value of any goal determination process increases when a goal is conceivable, believable, achievable, controllable, measurable, desirable, stated with no alternative, and growth facilitating. A guide is offered for enhancing the value of Individualized Education Programs (IEPs) by elaborating upon these eight elements as crucial parts…

This article first examines problems in developing individualized education programs (IEPs) for students with disabilities by focusing on violations of the IEP process. It then discusses the three major components of the IEP, assessment, program development, and monitoring student progress. A case study illustrates use of curriculum-based…

Concentrated programs are needed to develop vocational teachers' competencies in creating, implementing, and evaluating individualized education programs. Further program improvement in teacher education might include emphasis on the development of a teacher's handbook, preservice teacher preparation programs, inservice teacher training programs,…

The authors describe the development and use of a structured, data base approach to developing individual education programs for special education students. The components of the "Data-Based Program Modification" (DBPM) approach are described to include five decision areas: problem selection; program selection (least restrictive yet most…

Addresses four issues in programming for the handicapped: role of the vocational educator in the Individual Education Program; utilization of available resources by vocational educators; parental involvement in programming for the special needs student; and increased need for inservice and professional development. (CT)

The problems of Individual Education Plan (IEP) utilization with handicapped students are analyzed and compared to the developing use of Individual Transition Plans (ITP). Considered are issues of accountability, relevance, quality, feasibility, and preparedness. (DB)

This article reviews literature on experiences with the Individualized Education Program (IEP) and the Individualized Family Service Plan (IFSP). It identifies IEP problems (such as poorly written objectives) and positive features (such as better teacher-family relations). The article suggests that IEP/IFSP development flaws may indicate problems…

This article extrapolates principles from litigation concerning students with autistic spectrum disorders (ASD) and the Individuals with Disabilities Education Act to establish guidelines for individualized education program teams developing appropriate special education programs for students with ASD. Principles address free, appropriate public…

This Texas state plan presents proposals for provision of services to people with autism. It is noted that less than 25 percent of the estimated 8,500 persons with autism in Texas are currently receiving services. Preliminary sections look at the nature of autism, the numbers of Texans with autism, the responsibilities of the Interagency Council…

This speech by an educator and parent of gifted children addresses the problem of appropriate educational services for gifted children, concluding that advocacy for these children entails pushing for acceleration, an often neglected but effective option. The paper begins with anecdotes which illustrate the unmet needs of gifted children and which…

This paper lists practices recommended by the Council for Exceptional Children's Division for Early Childhood concerning Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs) in early intervention and early childhood special education (EI/ECSE) programs for infants and young children with special needs and their…

Comprehensive vocational assessment needs to become an integral part of vocational programming in secondary and postsecondary schools, since it is crucial in developing appropriate individualized education plans for students with special needs. A prime focus for vocational assessment should be entrance into vocational education courses. It should…

The structural and curricular changes currently being experienced by British further education (FE) colleges pose special challenges for FE colleges committed to providing for vocational students with disabilities and learning difficulties. Despite great progress in the area of expanding the educational opportunities available to disabled persons,…