The article reviews curriculum areas, team roles and approaches, and the transdisciplinary approach in developing individualized education programs for physically handicapped students. (CL)

The article reviews the implications for secondary level handicapped students of legislative mandates requiring individualized education programs (IEPs). (CL)

An examination of parent-teacher cooperation in special education, the article reviews relevant values and attitudes of the teacher, describes specific conferencing skills, and considers factors involved in parent education programs. (CL)

Selection and modification of instructional materials to meet the needs of handicapped students are considered. (CL)

Interviews with 11 teachers, specialists, and administrators focus on development of individualized education programs (IEPs) for handicapped students. (CL)

A resource teacher describes a word imprinting technique which helped to increase reading and memory skills of an 8-year-old student with auditory perception problems. (CL)

The use of self correcting materials with handicapped students is discussed; and illustrations of sample self correcting devices, including matching cards and balance scales, are provided. (CL)

A teacher describes Reading In Silence, a period of time during which the educable mentally retarded students (7-10 years old) in her classroom read books, newspapers, and magazines of their choice. (CL)

The authors review the rationale for task analysis, discuss five guidelines for using task analysis with handicapped children, and describe six methods (such as brainstorming watching someone perform the task, and working backward from the terminal objective) for its application. (CL)

The article describes activities (such as reading and interpreting restaurant menus) designed to teach survival skills to secondary special education students. (CL)

The concept, construction, and procedure of three board games designed to teach mobility and orientation skills to handicapped children are described. (CL)

A toy library provided a variety of materials for developmentally disabled children and allowed for evaluation of materials according to the number of interactions they inspired. (CL)

The author provides two examples of classroom music activities for elementary handicapped students. (CL)

Public Law 94-142 requires, in part, that an individualized educational program for each handicapped child be prepared in a joint conference involving, at the very least, a parent, a teacher, and an administrator. (PHR)

The article discusses the use of visual motivation (for instance, the classroom bulletin board) in classrooms of orthopedically handicapped, learning disabled, and emotionally disturbed children. (PHR)