This report evaluated a 2-week summer workshop for 37 teachers, supervisors, and administrators involved in the study and implementation of individualized instruction programs in western New York. After a brief introduction, general objectives and planning procedures of the workshop were presented. Participation selection was based on a…

What one can do, as an individual and in local action groups, to preserve and improve our environment is described. Postulated is the hypothesis that our environment is being revaged to maintain a high standard of consumption, not a high standard of living. If we are to survive, change is crucial. Unless we stop being "Gross National…

A reading system built on whole group instruction, in this case a second-grade reader, often cannot meet the needs of individuals. Author, a second-grade teacher, resolved the dilemma by finding a way to use the basal reader with an individualized approach. (Author/RK)

Conditions essential to the success of an individualized system of instruction are discussed. A checklist for evaluating such a system faced on these conditions is given. (MP)

Discussed are the rationale and procedures for developing individualized education programs (IEPs) for handicapped young children. (CL)

A 10-step sequence for meeting teacher-relevant IEP (individualized education program) guidelines, as specified in P.L. 94-142 (Education for All Handicapped Children Act), is suggested. (SBH)

The handicapped share with others the right to the pursuit of happiness based upon individual choice, rather than prescribed program offerings or staff-determined interest areas, and thus should have the option of participating in high risk recreational activities. (MJB)

Individualization should be characterized by flexible values (such as adaptation to individual student differences and development of student responsibility), instead of rigid strategies. (Author/DS)

External pacing and teacher supplementation of individualized instruction programs at the college level are found to be more effective than self-pacing and no teacher supplementation according to a review of fifty-seven research studies. (JLH)

Identification procedures and educational services for the county of Surrey (England) are described. Identification procedures consider students in the top one percent of ability who are then monitored by a senior staff member in each school who coordinates a suitable individualized learning program for each child. (Author/DB)

The relative effects of individualized sensory integrative therapy vs small group, gross motor programs were examined with 44 handicapped preschoolers with motor delays. No significance between group differences were observed in gross motor gains or in sensorimotor gains. (Author/CL)

A flexible open classroom concept practiced at the Woodruff Regional Occupational Center is described in terms of how it serves employers, students, and teachers. (TA)

A program for individualizing bookkeeping instruction utilizing script/tapes, illustrations, assignment sheets, study guides, and problem and unit tests is presented. A discussion of the advantages and disadvantages of the program conclude the article. (AG)

A program of individualized instruction used to teach in-service teachers is described. (MS)