The levels of occupational aspirations of 40 emotionally disturbed adolescent males and 40 normal adolescent males were compared. Results indicated that the emotionally disturbed adolescents maintained their aspirations at lower levels, suggesting that their level of occupational aspiration vacillated. (RC)

Among suggestions for integrating assessment data into individualized education programs for multiply handicapped deaf students are to use criterion-referenced instruments and to view the domain areas as potential goal statements, the subdomains as potential long term objectives, and subcategory items as potential short term objectives. (Author/CL)

The authors examine, through interviews with 175 parents, students, teachers, and support personnel, potential obstacles to the successful development and use of individualized education programs (IEPs) as required by P.L. 94-142, the Education for All Handicapped Children Act. (CL)

The author, a research officer at the National Foundation for Educational Research investigating provisions for children with special needs in regular schools, discusses contrasts in special education practice between England and the United States. (SBH)

Advantages and disadvantages of five policy approaches are examined regarding graduation requirements for handicapped students: pass/fail, certificate of attendance, the individualized education program, special education diplomas, and specialized curriculum approaches. (CL)

Three students (age 15) with emotional/behavioral disorders were taught to manage their own simulated Individualized Education Program (IEP) meeting by using the Self-Directed IEP instructional program. Skills taught included introducing and closing the meeting and discussing past and future goals. Two of the students showed substantial…

Federal law now requires states to establish achievement goals for special-education students. This article discusses the pros and cons of assessing and setting standards for special-education students. (LMI)

This article presents the legal requirements of the Individuals with Disabilities Education Act Amendments regarding Individualized Education Programs (IEP), functional behavioral assessments, and behavior intervention plans for special education students with problem behavior; describes the initial policy letters and due process hearings that…

The first of two articles on individualized education programs (IEPs) reviews the literature. It traces the origins of IEPs and compares and contrasts their use in different educational systems. Issues in IEPs in the United Kingdom, other European countries, the United States, and Australia are analyzed and general implications for policy and…

This article discusses the phenomenon of skill generalization and techniques for bringing it about. Strategies for generalization facilitation across several dimensions are defined and examples given, with an emphasis on developing and validating decision roles. Further discussion is given to means of facilitating generalization in design and use…

The article offers a commencement-based (as opposed to a credential-based) model of secondary education for individuals with mild mental retardation. Five model components stress process, personal experience, adult community success, circular individualized education plans, and time as the validator of program effectiveness. (Author/DB)

A six-stage model of Individualized Education Program (IEP) development for students with disabilities in Oklahoma high schools includes: (1) student assessment, (2) IEP planning, (3) admission to area vocational/technical schools, (4) development of tentative instructional plans, (5) IEP meeting, and (6) IEP implementation. (DB)

Experiences from Sweden, United States, Netherlands, West Germany, and United Kingdom illustrate the construction and implementation of written individual plans for special education students. Experiences indicate the importance of translating diagnostic data on pupils into teaching decisions, teaching based on the plan, and using evaluation data…

A successful transition program for individuals with disabilities uses a "train-place-train" concept, where vocational training is provided in school, followed by job placement, followed by on-the-job-training by a job coach who provides support until the employee can work independently. (JOW)

Investigation of the quality of programing for 35 students with severe multiple disabilities found that individualized education programs contained many age-inappropriate and nonfunctional objectives, and that students with little voluntary movement received more passive instruction than students who were more physically able. (Author/DB)