Comprehensive System of Personnel Development and the Implementation of P. L. 94-142: Issues and Problems.
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| Title: | Comprehensive System of Personnel Development and the Implementation of P. L. 94-142: Issues and Problems. |
|---|---|
| Authors: | Clelland, Richard |
| Peer Reviewed: | N |
| Page Count: | 74 |
| Publication Date: | 1977 |
| Document Type: | Speeches/Meeting Papers |
| Descriptors: | Accountability, Conceptual Schemes, Consultants, Curriculum Development, Curriculum Problems, Early Childhood Education, Elementary Secondary Education, Exceptional Child Education, Federal Legislation, Handicapped Children, Individualized Instruction, Mild Mental Retardation, Models, Personnel Needs, Professional Personnel, Program Development, Special Education Teachers |
| Laws, Policies and Program Identifiers: | Education for All Handicapped Children Act |
| Abstract: | Intended for those concerned with curriculum development, the document presents a general change model for the development of individualized education programs (IEP) for handicapped students, to implement the IEP component of Public Law 94-142, the Education for All Handicapped Children Act of 1975. The Model outlines several stages in each of the following six phases of IEP implementation: (1) planning for implementation, (2) readiness, (3) pilot testing (experimentation with limited-scale operations), (4) IEP management (full-scale operation), (5) followup, and (6) institutionalization. Details of problems, organizational structure and operation, and personnel development are covered for the first three stages of the second phase--readiness--including awareness and identification, expansion of knowledge base, and design of development strategies. Also provided are sections listing competencies for special education curriculum consultants, special education supervisors, and teachers of the secondary level educable mentally retarded. (IM) |
| Entry Date: | 1977 |
| Accession Number: | ED140556 |
| Database: | ERIC |
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