Preliminary data comparing individualized education program (IEP) development in three demonstration and three nondemonstration sites show that demonstration sites had significantly more individuals attending IEP meetings, more service options on the IEP, and more best-practice elements included in the IEP. Suggests that the demonstration site…

Discusses integration of students with severe disabilities, noting that programing is superior in integrated settings as illustrated by students' Individualized Education Programs. Various assessment tools help determine the extent to which best practices are being adhered to while attending to the individualized programing needs of students with…

Provides an overview of issues and practice associated with the integration of handicapped students into regular education settings. Emphasizes the differences between mainstreaming and federally mandated provision of educational services in the "least restrictive environment." Discusses the changing roles of elementary school teachers…

This study compared 16 students with either a less or more severe disability from elementary schools using the "full inclusion" model and 16 similar students from schools using the special class model. The study analyzed individualized education plans and also compared program quality and student outcome variables. Significant…

Studies how sex bias influences the process of preparing and implementing individual education plans (IEPs) under the Education for the Handicapped Act. Conversations with 20 mothers of disabled children reveal the multiple effects of bias and result in recommendations for improved IEPs. (SLD)

The Individuals with Disabilities Education Act of 1990 stresses procedural safeguards regarding special education identification, placement, or services. Reviewed a sample of Illinois due process appeal decisions and concluded that the system appears to be serving Illinois educators and parents reasonably well. (20 references) (MLF)

A study of 73 families of children (ages 3-29) with disabilities investigated what special educators could do to be more sensitive to family needs. Recommendations include listening to parents, developing effective communication among parents and professionals, increasing knowledge about disabilities, demonstrating sensitivity and respect, and…

This article discusses legal requirements for developing functional behavioral assessment and behavioral intervention plans, especially as they pertain to disciplinary actions. This discussion is followed by an outline of elements related to behavioral intervention planning with specific guidelines for school personnel who seek to put such plans…

A new teacher in a self-contained classroom for six kindergarten students with autism describes the challenges of beginning a new program in her school, planning instruction with the new state instructional standards in mind, being scrutinized by parents, and coordinating documentation of progress and development of Individualized Education…

Clarifies issues surrounding inclusion and describes the implementation of an appropriate educational program for an 11-year-old student with autism entering middle school. Discusses collaborative efforts of school staff, importance of shared leadership roles, adherence to appropriate due process, and analysis of the instructional environment in…

This article examines requirements of the Individuals with Disabilities Education Act (1997) regarding participation of students with disabilities in state- and district-wide assessments and access to the general curriculum. It considers implications for change in school district procedures concerning evaluation and reevaluation, Individualized…

This article analyzes changes in Individualized Education Program (IEP) requirements under the 1997 amendments to the Individuals with Disabilities Education Act, implementation issues, and implications for FAPE (free and appropriate education) requirements. It suggests that, although these new requirements create increased opportunities for…

This article presents Individuals with Disabilities Education Act requirements on functional behavioral assessments (FBAs), describes the process of conducting an FBA, explains the legal requirements for developing measurable goals and benchmarks or short-term objectives, describes the development of a behavior intervention plan, and presents a…

When it comes to the legal fight over special education that they have waged for the past seven years, Jocelyn S. and Martin P. Schaffer and their Maryland school district don't agree on much. But the two sides do see eye to eye on this: With the U.S Supreme Court's decision to review the Schaffers' case, the dispute suddenly has the potential to…

The primary purpose of this study was to identify student characteristics that reliably predict responsiveness and nonresponsiveness to generally effective early literacy interventions. Participants were 104 children, including 7 with special needs and Individualized Education Programs (IEPs), who were tested in kindergarten and first grade.…