INERTIA AND PRACTICAL DIFFICULTIES HAVE PREVENTED A VARIETY OF INDIVIDUALIZED EDUCATION PROGRAMS FROM ACHIEVING THEIR GOAL OF PROVIDING AN OPPORTUNITY FOR INDIVIDUALS AT EVERY LEVEL OF ABILITY TO REALIZE THEIR POTENTIALS AND TO PERFORM AT THEIR BEST. EFFECTIVE INDIVIDUALIZED EDUCATION SHOULD PROVIDE A SYSTEM OF INDIVIDUALIZED INSTRUCTION WHICH NURTURES INDEPENDENT LEARNING AND A LEARNING ENVIRONMENT ADAPTED TO THE NEEDS OF EACH STUDENT. PATTERNS OF INDIVIDUALIZED INSTRUCTION HAVE VARIED FROM THE RELATIVELY INFLEXIBLE PROGRAM WHERE STUDENTS ARE DROPPED AS THEY REACH THEIR PRESUMED LEVELS OF ACHIEVEMENT, TO TRACK PLANS AND INDIVIDUALLY TAILORED INSTRUCTIONAL TREATMENTS. RECOMMENDATIONS INCLUDE--(1) REDESIGNED GRADE LEVEL BOUNDARIES AND TIME LIMITS FOR SUBJECT MATTER COVERAGE, (2) WELL-DEFINED SEQUENCES OF BEHAVIORALLY DEFINED OBJECTIVES AS STUDY GUIDES FOR INDIVIDUAL STUDENTS, (3) ADEQUATE EVALUATION OF A STUDENT'S PROGRESS THROUGH A CURRICULUM SEQUENCE, (4) INSTRUCTIONAL MATERIALS APPROPRIATE FOR SELF-DIRECTED LEARNING, (5) PROFESSIONAL TRAINING OF SCHOOL PERSONNEL IN STUDENT EVALUATION AND GUIDANCE, AND (6) USE BY TEACHERS OF STUDENT PROFILES, AUTOMATION, AND OTHER SPECIAL TECHNIQUES TO DESIGN INDIVIDUALIZED INSTRUCTIONAL PROGRAMS. (JK)