Describes a locally developed writing program that includes a diagnostic device for pretesting and posttesting, a writing skills checklist, an individualized educational program format, a series of parent notification letters, and a remediation system involving all staff members. (Author/IRT)

A rationale is provided for integrating steps that are necessary both in minimum competency testing programs and in the process required under Public Law 94-142 (the Education for All Handicapped Children Act) for developing individualized education programs for handicapped children. (Author)

The article presents the major elements of the data-based program modification approach designed to comply with the individualized education program mandate of P.L. 94-142 (the Education for All Handicapped Children Act). Procedures for implementing each of the model's components are outlined. (SBH)

Reviews major changes for school districts under the reauthorized 1997 Individuals with Disabilities Education Act Amendments. The new amendments allow disabled children to be disciplined more effectively, require individual education plans to include a student-evaluation component, limit district responsibility for attorney fees, encourage…

Discusses the need for gifted and talented students to develop annual talent growth plans with the assistance of their counselors or program coordinators. Lists potential talent development services (such as mentorships, Odyssey of the Mind, and grade advancement), and describes the components of a sample growth plan used with approximately 600…

Individualized Education Program teams should be aware of the cultural and linguistic diversity of families of youth with disabilities. They should be alert to school-imposed barriers on parent participation and advocacy, parents' perceptions of their children, communication style differences, and stereotypes about socioeconomic status that could…

This article discusses the adaptation of single switch technology and activities, found in a wide range of battery-operated toys, electrical devices, and/or computer software, for children with disabilities. Incorporation of multiple toys in the individualized education program (IEP) to enhance the rate of skill acquisition and generalization,…

A court case involving a student classified as a child with a disability and her battle to be named valedictorian of her graduating class. Questions the district's determination that this gifted student needed special education and the grade inflation indicated by undue competition for the extra thousandth of a point GPA. (Contains 11 references.)…

Presents suggestions to help parents prepare for an IEP meeting, including: meet with the teacher to discuss the child's strengths and weaknesses; contact people performing preliminary evaluations for the meeting; be attentive and listen to information presented; treat other meeting participants as partners; request a copy of the new IEP and…

The second of two articles on individualized education programs (IEPs) reports on a study of the relationship between IEPs and student achievement. The study found agreement among policy makers, administrators, and educators that IEPs serve an accountability function, improve teaching, and enhance learning. However, different groups emphasized…

To maintain "marginality" when attempting to implement PL 142 (the Education for All Handicapped Children Act), a principal must understand the demands, goals, needs, and motivations of all concerned. Mainstreaming and other special education decisions made by principals need to be guided by situational ethics. Includes five references.…

The article analyzes three policy options in the competency testing of handicapped students: (1) requiring the handicapped to pass a competency test; (2) exempting the handicapped from such tests if their Individualized Education Plan requirements are met; and (3) development of differential competency standards for these students. (Author/DB)

Twenty-nine high school students with mild disabilities were interviewed concerning their perceptions of their Individualized Education Programs (IEPs). Analysis showed that most students were unfamiliar with the IEP process and contributed little to it and that most IEPs were not individualized. Suggestions are presented for encouraging students…

The individualized education programs (IEPs) of 107 junior high students with behavioral disorders were reviewed. An average of 2.4 behavior problems and 4 goals were noted per student, with a low correlation between problems and goals. (Author/DB)

An understanding of the role played by specific centers of the brain will help special education instructors develop appropriate individualized instructional programs for the learning disabled. Neurobiological learning makes it clear that teaching the learning disabled should be based on the principles of learning strategies instruction,…