The author provides a systems approach to the individualized educational plan (IEP) process which provides the information necessary to meet the program planning, implementation, and review elements required by P.L. 94-142 (Education for All Handicapped Children Act), while encouraging the development of interdisciplinary cooperation and coordination necessary to meet the needs of the severely handicapped. Sections address the following components: assessment (including evaluation in such areas as activities of daily living); the educational plan (a sample plan is given); formulation of prioritized goal areas (which involves identifying appropriate service deliverers, identifying objectives affecting multiple skills/activities; determining support skills, and identifying support elements and equipment); and alternative uses of service plan information. (SBH)