Strategies for Generating Comprehensive, Longitudinal, and Chronological-Age-Appropriate Individualized Education Programs for Adolescent and Young-Adult Severely Handicapped Students

Abstract

If chronological-age-appropriate and functional curricular content is to be developed, the basic components of an individualized education program (IEP) as mandated by P.L. 94-142 must be supplemented, expanded, and instructionally defined in relation to the unique educational needs of each severely handicapped student. A six-phase process for developing IEPs for such students is presented. It is intended that this six-phase process be considered in attempts to generate individualized interpretations of many of the concepts in P.L. 94-142. Furthermore, it is intended that progression through the phases will result in closer approximations of chronological-age-appropriate IEPs than if only components stipulated by P.L. 94-142 are considered.

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