In the years since the 2015 reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) placed a 1.0% cap for states on participation in the alternate assessment based on alternate academic achievement standards (AA-AAAS), states have worked hard to navigate the new restrictions on participation in…

A brief discussion of the importance of management by objectives in business is followed by a do-it-yourself model incorporating the principles of P.I.E.--Planning, Intervention, Evaluation--and a list of key points to be covered in the early part of the program between the Teacher-Manager and the Student-Manager. (CMV)

Learning stations are the basis of a "plan-for-each-child" programs. Whole-class and group instruction are part of the plan. (Editor)

Helpful hints for making the best use of the valuable services tutors can render your schools. (Author)

According to the Individuals With Disabilities Education Improvement Act (IDEA), school systems must ensure that the individualized education program (IEP) team includes the parent of the child with a disability. Teachers often report the challenges of getting parents to attend IEP meetings often assuming parents' lack of interest with involvement…

This document is the initial description of the specifications of the philosophies, procedures, and processes for secondary schools to use in planning, implementing, and managing Individually Guided Education (IGE) learning programs. This is specified in a target format. Also delineated is the general and specific developmental strategy the…

This paper poses a systematic change process for secondary schools that will enable them to achieve individualized and personalized learning for students. Included in the process are a perspective on change, planning issues and elements, a strategy for planning, a target/timeline framework, and a sequence for change. Finally, a pupose-oriented…

Listed are 10 steps which must be taken in developing an individualized education program. Discussed are the advantages and disadvantages of developing an IEP, and the suggestion is made that some professionals consider the IEP to be a wave of the future for education in general. (KC)

Many special education professionals perceive a dilemma created by what seems to be conflicting mandates of IDEA 2004 and NCLB 2002. Teachers and IEP (Individualized Education Program) teams serving students with significant disabilities are confronted with the challenge of designing programs that assure access to the general curriculum while at…

The authors cite adult learning research and their experience with a three-year pilot program conducted by the University of Nebraska and the Nebraska State Department of Education to support their contention that vocational agriculture inservice teacher education should be individualized. Seven principles of individualized inservice teacher…

For the past several years, the secondary-level literature section of the Hawaii English Project has been working towards an approach to classroom management and materials selection that will allow both structure and individualization. This paper provides guidelines for instituting a system in which the class works in groups of three to five…

This paper describes functions of a computer system for management of individualized instruction, details of a computer managed instruction (CMI) facility, the role of the teacher in utilizing a CMI system, and five programs which implement the concept of individualization with computer assistance. CMI system functions described include…

A holistic and teleological approach to individualized FL instruction is proposed as a possible universal pedagogical theory. The following guidelines are offered. Broad goals and specific operational objectives should be defined, and performance testing devices developed. Each student's particular psychological aptitudes and physiological and…

Intended for teachers of severely and profoundly retarded children, the text presents guidelines for designing individualized programs for these children and specific teaching techniques which the authors have found successful with children having a mental age of from 0 to 36 months. An introduction defines severely and profoundly retarded and…

Provided are guidelines for the development of individualized education programs (IEPs) for handicapped, gifted, and talented children, designed to comply with the proposed Pennsylvania Special Education Standards. Chapters cover the following topics: instructional components of the IEP (including determination of present educational levels,…