This 1981 supplement adds recently produced publications to the basic bibliography of resource materials produced by the Wisconsin Research and Development Center for Individualized Schooling as an aid to educators in dealing with diversity among students. Detailed abstracts are provided for items listed in each of seven categories: (1) books…

Individualized education programs (IEPs) for handicapped students are discussed in terms of contents, legal requirements, monitoring, and their implications for physical education. The role of the physical educator in developing IEPs and in providing specially designed physical education services is considered. Approaches to assessment and…

The manual is intended to help teachers of gifted elementary students teach independent learning skills. As a framework, it may be used to provide goals, objectives, conditions, and criteria for developing individualized educational programs (IEPs); to develop evaluation strategies; or to design instructional activities. Objectives and…

In the third of seven volumes on a national survey of individualized education programs (IEPs) for handicapped children, research findings are summarized. Findings are organized according to 10 basic study questions and touch on the following topics: basic content of IEPs, personnel involved in developing and approving IEPs, special education and…

As part of a seven volume study on the individualized education program (IEP) for handicapped students, the document describes a telephone survey to determine the extent to which 153 handicapped migrant children were identified in and had IEPs prepared in different schools. Information is presented in five headings: student charcteristics, student…

The paper describes a school store program designed to improve general work habits such as job attitude, job performance, and punctuality in students (15 to 18 years old) with severe behavior problems. It is explained that the curriculum is devised so that each week students apply for a self selected job by filling out application forms, are…

The second document of a series describes approximately 150 classroom activities in career education for teachers of exceptional students at the elementary, middle, and junior high school levels. An initial section provides such introductory information as a definition of career education, procedures for using the handbook, the relationship…

The paper is an outgrowth of a Utah task force composed of school personnel and parents examining conflict in the individualized education program (IEP) process for handicapped children. An introductory section examines the history of parent-school relations, reviews the steps in the IEP process, and describes such conflict resolution strategies…

Individualized educational programs (IEPs) written either by hand or by use of the "IEP Writer'" a specially designed word processing program, were compared. Results indicated that IEPs which were written using the program took less time and were of higher quality than were handwritten IEPs. (Author/DB)

The study determined the extent to which multidisciplinary teams that include vocational educators are utilized to provide services for mentally handicapped and learning disabled students. Questionnaires were completed by 222 principals or special education directors. Results indicate that vocational educators have limited involvement in the…

A process to translate results of vocational assessment of learning disabled and behavior-disordered students into individualized education program objectives is described. The process addresses three concerns: (1) appropriate vocational assessment for all; (2) adequate use of assessment results; and (3) inclusion of transition objectives and…

A survey of 50 vocational and industrial education teachers revealed that most had taught handicapped students and felt a need for a required undergraduate course in vocational education of handicapped students. Their training priorities included (1) vocational assessment, (2) helping organizations, (3) laboratory adaptation, and (4) policies and…

A dropout prevention program is described which incorporates direct involvement of parents in training; an advisory committee made up of employers, parents, students, and staff; and a subcontract which allowed continuation of the program throughout the summer. The effectiveness of the program is discussed. (CT)

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)

A case for "special-ordinary" education is made in the context of the Effective Schools Movement. Development and maintenance of the "Most Enhancing Environment" (rather than the Least Restrictive Environment) and appropriate goals are discussed. (JC)