The manual describes the Maryland State Department of Education's responsibility and legal authority for administering the nonpublic school tuition assistance program for handicapped students. Procedures are addressed for such general areas as nonpublic institutions and child placement approval authority, nonpublic placement eligibility criteria,…

After a review of Public Law 94-142 (Education for All Handicapped Children Act) and its implications, the author discusses the use of innovative educational technology in the individualized instruction of children with emotional and learning problems at the Orchard School (NY). Focusing on the requirements of an individualized education plan…

The staff of the Individualized Language Arts Diagnosis, Prescription, and Evaluation Project, a funded ESEA Title III program, has developed methods based on a diagnostic-teaching framework designed to analyze students' writing skills for grades 1-12. The program structure also provides teachers with methodology for developing and reinforcing…

This document describes a three-part, flexible, individualized teacher education program which spans the preservice/inservice continuum. The first part, Secondary Teacher Education Program (STEP), is a five-phase program which features early and continuous contact with secondary school classrooms and students, individual learning packages called…

This paper describes how Individualized Educational Programming (IEP) can match school district resources to handicapped children's needs. The process includes the assessment of the child's present educational performance, preparation of goals and objectives, appropriate instructional actions, resources and assessment criteria, and evaluation.…

A physical fitness program, comprised of class activities, physical fitness testing, individualized programs, instruction in lifetime fitness, and take home exercises, is described. The program emphasizes fitness and skills attainment within the total physical education curriculum. (MT)

The group therapy context provides unparalleled opportunities for cost effective learning. However, within group meetings, therapists must strive to tailor psychological services to address the particular needs of individual patients. Creative means of customizing patients experiences within group are needed in order to address consumer needs…

Describes a study of the Individualized Learning Activity Program (ILAP) which permits a variety of activities, develops individualism in some tasks and cooperativeness in others, and allows the student to share in the responsibility of assignment selection and progress monitoring. Students and teachers indicate a consistent positive regard for…

Schools have devised several ways to adapt instruction to a wide variety of student abilities and needs. Judged by criteria for what adaptive education should be, most learning for mastery programs look good. (Author/JM)

In Elizabethton (Tennessee) a separate program with one teacher keeps some high school students from dropping out and helps improve their attendance. (Author/MLF)

Examines the library's efforts to refashion its bookmobile services. User studies convinced the staff of the Memphis/Shelby County (TN) public library system that its bookmobile fleet should be expanded with smaller, multipurpose vehicles, service child care centers, visit housing authority properties, and provide literacy training. Includes a…

Describes the Alternative Education Program for high-risk students at the Michigan School for the Deaf. Key program components include monitoring each student through a team approach and instituting a behavior-management program. Outcomes for seven students over a two-year period are reported. (DB)

Discusses the bio-psycho-social disease consequence model in rehabilitation and the model's development in the Finnish "Work Hardening Program for Chronic Pain." The theoretical background of the model is explained and the possibility of applying the model to other fields of rehabilitation is explored. (Author/CR)

Providing effective services to promote development of all children is the goal of programs serving young children; this is especially important for programs that include young children who have disabilities or are at risk. Ensuring effectiveness of programming for each individual child can be difficult, and many children will need individualized…

Self-advocacy and self-determination include the abilities to select personal goals, plan steps toward goals, assess one's progress, make choices, and self-monitor and self-evaluate one's behaviors. These are important skills in both current and future environments. Unfortunately, youth with significant intellectual and developmental disabilities…