An Approach to Operationalizing the I.E.P.

Abstract

PL 94–142 specifies that schools are required to develop an Individual Educational Program (I.E.P.) for every handicapped child before services are provided. PL 94–142 does not, however specify how the I.E.P. is to be developed and implemented. This paper presents a comprehensive, step-by-step procedure for the I.E.P. The authors provide sample forms for all development and implementatin phases of the I.E.P. as well as suggestions for using the I.E.P. as an effective educational management tool for learning disabled youth.

Park Dean School tries the IEP

“…The formulation of the IEP does require time and the logistics of the exercise can claim its victims (Hudson and Graham, 1978). In our present circumstances this must be recognised.…”

Composition Research and Practice: A Unified Approach

“…Examination of the student's present level of performance, strengths and weaknesses, unique learning needs, and progress is necessary for formulating, implementing, and evaluating an effective program (Hudson & Graham, 1978). A suitable analysis should be based on the following principles:…”

Spelling Research and Practice: A Unified Approach

“…This procedure, however, is generally not appropriate for measuring student performance on specific short-term objectives. Daily work products, observation over time, number of trials per lesson, criterion-referenced testing, and applied behavioral analysis are means by which short-term objectives can be measured (see Hersen & Barlow, 1976;Hudson & Graham, 1978;Moran, 1975). For instance, the student's spelling tests and words misspelled on writing assignments may be kept in a spelling folder.…”

“…The involvement of parents as "equal partners" in making decisions related to their handicapped child is implicit in PL 94-142 (Hudson & Graham, 1978).…”