Concerned about educational quality in the Mifflin County (Pennsylvania) School District, a committee of educators surveyed 11 other Pennsylvania districts concerning their experience with intensive scheduling in high school special-education programs. Responses were generally positive, except for concerns about special-education support services.…

A review of British Columbia (Canada) Education Ministry documents and published research literature examined theory and practice regarding grading of special needs students undertaking modified programs. A lack of equity in reporting progress for these students was found despite professional consensus that students with special needs should be…

A parent of a child with multiple disabilities and profound delays comments on the quantity and quality of Individualized Education Program (IEP) objectives concerning social competence in preschoolers with disabilities. The paper stresses the critical importance of social competence and the need for schools to give it priority over achieving…

This article reviews use of individual education plans (IEPs) for children with disabilities and giftedness in Great Britain. The review emphasizes that IEP effectiveness depends on the contexts in which they are generated and the range and quality of the data on which they are based. The need for an effective, comprehensive review and evaluation…

Interviews with 35 students who participated in student-led Individualized Education Program (IEP) meetings confirmed that students were able to describe the purpose and benefits of an IEP, their disabilities, and their rights. Observation of student participation in IEP meetings for five students verified that all participated throughout their…

An analysis of transition plans for 84 students (ages 14-21) with severe disabilities was conducted across 24 school divisions in Virginia. Results found 35% were present at their individualized education program (IEP) meetings, 15% participated in their transition plan development, and none were employed outside of the school. (Author/CR)

This article first examines problems in developing individualized education programs (IEPs) for students with disabilities by focusing on violations of the IEP process. It then discusses the three major components of the IEP, assessment, program development, and monitoring student progress. A case study illustrates use of curriculum-based…

The Education for All Handicapped Children Act requires school districts to provide handicapped children with an appropriate education in the least restrictive environment. Analyzes several circuit court decisions that provide a reasonable framework for courts to use in deciding least restrictive environment controversies. (MLF)

The self-concepts of 61 visually impaired students in grades 6 to 8 were tested with the "Student's Self-Assessment Inventory: Visually Impaired Form." Results demonstrate the area-specific nature of self-concept in visually impaired students. A sample individualized education program demonstrates enhancement of self-concept through focusing on…

In deciding "Honig v. Doe" the United States Supreme Court held that the unilateral exclusion of a handicapped student for conduct caused by the student's disability, for a period in excess of 10 school days, constitutes a prohibited change of placement. Identifies and discusses seven unanswered questions regarding disciplining…

This study examined the categories of objectives in the Individualized Education Programs of children with behavior disorders, learning disabilities, or mild mental retardation in five states. The study found differences among disability groups in objective categories (academic, career/vocational, behavior, and basic living skills) but less…

Principals must understand their responsibilities for special education programs mandated under Public Law 94-142. Principals should become familiar with the student referral process and prereferral intervention programs. Because principals frequently conduct evaluation meetings and chair individualized education program meetings, they must know…

Records for 463 students with behavior disorders were analyzed for behavioral, social/emotional, academic, and other deficits and educational objectives. Calculation of congruence between diagnostic information and the individualized education programs indicated a moderate lack of agreement, especially with respect to social/emotional areas.…

Traditional Individualized Education Program (IEP) goals focusing on mastery of skills taught in isolation are inappropriate for primary-level whole-language classrooms containing children who are deaf or hard of hearing. Sample goals and objectives that measure students' growing ability to read and write are presented. (JDD)

Examines two cases, both involving hearing-impaired students. In each situation the student's parents had requested the services of a sign language interpreter for all classes at a parochial school. Emphasis is placed on the First Amendment issues the Supreme Court is expected to address in the "Zobrest v. Catalina Foothills School…