Steps to success in the mainstreaming of handicapped students include: (1) warm and accepting atmosphere; (2) acceptance of the handicapped students; (4) less physically restrictive classrooms; (5) successful experiences; (6) emphasis on individual strengths; (7) fair testing procedures; (8) enlivening lesson plans; (9) parent teacher…

Seven articles in the special issue on local school mainstreaming discuss such strategies as involving regular teachers in individualized educational program meetings, encouraging teachers to plan inservice, and promoting student responsibility in resource rooms. For related material, see EC 133 673. (CL)

Skills for creating an atmosphere that enhances communication in the individualized education program (IEP) conference are discussed. Among suggestions are expressing major points in a clear and nonthreatening manner, beginning and ending the conference on a positive note, and using the parent's and child's names. (PHR)

The author reviews changes in America, Great Britain, Australia, New Zealand, and elsewhere in the educational opportunities and treatment of exceptional children. (PHR)

Concerned about educational quality in the Mifflin County (Pennsylvania) School District, a committee of educators surveyed 11 other Pennsylvania districts concerning their experience with intensive scheduling in high school special-education programs. Responses were generally positive, except for concerns about special-education support services.…

A parent of a child with multiple disabilities and profound delays comments on the quantity and quality of Individualized Education Program (IEP) objectives concerning social competence in preschoolers with disabilities. The paper stresses the critical importance of social competence and the need for schools to give it priority over achieving…

This article reviews use of individual education plans (IEPs) for children with disabilities and giftedness in Great Britain. The review emphasizes that IEP effectiveness depends on the contexts in which they are generated and the range and quality of the data on which they are based. The need for an effective, comprehensive review and evaluation…

Interviews with 35 students who participated in student-led Individualized Education Program (IEP) meetings confirmed that students were able to describe the purpose and benefits of an IEP, their disabilities, and their rights. Observation of student participation in IEP meetings for five students verified that all participated throughout their…

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…

The Education for All Handicapped Children Act requires school districts to provide handicapped children with an appropriate education in the least restrictive environment. Analyzes several circuit court decisions that provide a reasonable framework for courts to use in deciding least restrictive environment controversies. (MLF)

In deciding "Honig v. Doe" the United States Supreme Court held that the unilateral exclusion of a handicapped student for conduct caused by the student's disability, for a period in excess of 10 school days, constitutes a prohibited change of placement. Identifies and discusses seven unanswered questions regarding disciplining…

Examines two cases, both involving hearing-impaired students. In each situation the student's parents had requested the services of a sign language interpreter for all classes at a parochial school. Emphasis is placed on the First Amendment issues the Supreme Court is expected to address in the "Zobrest v. Catalina Foothills School…

This paper argues for students' inclusion as empowered participants in the process of designing their Individual Education Plans (IEP). Possible student roles in assessment, IEP development, evaluation, modification and other IEP stages are described. Guidelines for student participation in the IEP conference and a sample self-evaluation checklist…

The Evaluation and Programming System: Assessment Level I (EPS-I) was evaluated for effectiveness in developing individual education goals among handicapped or at-risk infants and young children. Early interventionists (N=48) used EPS-I and other instruments to develop goals which were compared. Findings indicate EPS-I goals were functional,…

Inclusion advocates support heterogeneous programs where special education students are educated within the confines of a regular educational classroom. An array of services are provided that are coordinated across educational and community agency personnel. Districts must make sure the students are ready to be included, the staff is trained, and…