The document, over half of which consists of appendixes, reports on a study of the state of the art in the development of individualized education programs (IEPs) in Connecticut. Specific areas examined included the existence of a diagnostic/instructional link, assessment procedures across handicapping conditions, the development of objectives across handicapping conditions, and the evidence of information necessary to the formulation of an IEP (e.g., date of review, evidence of procedural due process, etc.). The findings indicated serious problems, such as the fact that a significant number of cases investigated had missing data specific to the IEP requirements of the Education for All Handicapped Children Act (P.L. 94-142). Furthermore, the idea that a relationship would exist between the results of the psychoeducational assessments and the goals and objectives of the IEP was not substantiated. There was apparent confusion among professionals regarding the mechanics of developing the IEP and what required data must be included, and an inability of the IEPs examined to account for a child's "all day" needs. Results indicated a need for inservice training in several areas. Appendixes include survey forms, educational objectives across handicapping conditions by test grade equivalents, and assessed weaknesses. (DLS)