ERIC Number: ED181635
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Implementation of the Individualized Education Program. A Teacher's Perspective.
Mid-East Regional Resource Center, Washington, DC.; Delaware State Dept. of Public Instruction, Dover.
Guidelines for the implementation of individualized education programs (IEPs) for handicapped children are provided. An introductory section details the mandates of Public Law 94-142 (the Education for All Handicapped Children Act) and defines the components of the IEP and a list of 11 exceptionalities. Section 2 discusses assessment, including areas of assessment, definitions of 60 terms, teacher competencies which aid assessment, and observation as an assessment tool. Four sample assessment forms are included. The writing of annual goals and behavioral objectives and the development of task analysis are described in the third section. Planning instructional strategies, in areas such as individualizing the program and managing assignments, is the topic of the fourth section. The final section examines strategies and processes for reevaluation and provides samples of checklists and examples of IEPs. Extensive appendixes include material in the areas of tests, checklists, and inventories; learning; management and behavior; and parent input in the IEP process. (PHR)
Descriptors: Behavioral Objectives, Check Lists, Compliance (Legal), Educational Legislation, Educational Needs, Educational Objectives, Elementary Secondary Education, Evaluation Methods, Federal Legislation, Guidelines, Handicapped Children, Individualized Programs, Parent Participation, Program Development, Task Analysis, Teaching Methods
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Mid-East Regional Resource Center, Washington, DC.; Delaware State Dept. of Public Instruction, Dover.
Identifiers: Education for All Handicapped Children Act
Note: For related material, see EC 122 500-501.