An investigation of the educational impact of integration of severely handicapped students revealed that over and above functional level, degree of integration, as measured by interaction with nonhandicapped students, was a significant predictor of educational progress, as measured by the proportion of individualized education program objectives…

The study examined parents' and educators' involvement in four individualized education program planning conferences for children exhibiting behavior, social, and learning problems. Data are presented regarding who participates in IEP conferences, how long the conferences last, and topics of discussion. (Author)

The article highlights the role of curriculum in special education within the contexts of the Individualized Education Program and a 6-S paradigm of the instructional program (someone, something, somebody, somehow, somewhere, and sometime). (CL)

A case study illustrates the development and monitoring of daily instructional objectives and activities based on five components: the Individualized Education Program (IEP), an objectives list, a task analysis and instructional sequence worksheet, a daily monitoring sheet, and a IEP performance chart. (CL)

Analysis of Individualized Education Program objectives of 22 special education students revealed that although a considerable number of objectives related to the development of potentially functional skills, very few suggested the desirability of generalized performance. (Author/CL)

Microcomputers can store and retrieve thousands of goals or objectives and can be an enormous help in developing individualized education programs (IEPs) for handicapped students. An IEP retrieval software system developed with a menu of 24 curricular areas has generated more than 400 IEPs. (CL)

A system of individualized education program developement is described in which assessment data are used to develop long-range goals which then help to formulate short-term objectives. Examples of goals and objectives in reading, spelling, and written expression are offered, and their use in progress monitoring and instructional plan evaluation is…

The purpose of this document is to provide guidance for parents, educators, and administrators regarding the determination and implementation of extended school year (ESY) services for eligible students with disabilities. Parents of children with disabilities should be provided information regarding ESY to better enable them to be involved in the…

The article describes and compares four models of parental involvement that reflect aspects of current professional practices in planning individualized programs for disabled children: (1) uninformed consent, (2) uninformed participation, (3) informed consent, and (4) informed participation. Positive effects of and ways to achieve informed…

During the Spring of 1980, a survey was conducted to determine the extent to which a sample of 153 handicapped migrant children were identified as being handicapped--and had individualized education programs (IEPs) prepared for them--by schools in which they were enrolled from January 1978 through June 1979. (Author)

A paraeducator model uses community volunteers, including parents, to implement individualized educational programs for gifted and talented students. (CL)

The paper focuses on the evaluation of individualized education programs (IEPs) for handicapped children. IEP evaluation is discussed in terms of general considerations for evaluation and evaluation of the overall IEP effort. (Author/SB)

The minimal components of a model which utilizes a computer for summarizing individual performance records for teaching educational skills to the mentally retarded are described. The most important components are assessment, individual and group programing, continuous data collection, and program evaluation. (Author)

The MAD (Making Appropriate Decisions) model for providing educational services to gifted children in the regular classroom is described. The model provides for a planning process which takes into account a definition of giftedness, consideration of common needs, and specific considerations for individual students. (DB)

Four crucial areas in the success of mainstreaming are good communication, administrative support, adequate time, and inservice training. (Author)