Abstract
A statistical comparison was conducted of 120 Individualized Education Programs (IEPs) of fourth-, fifth-, and sixth-grade male students with behavioral disorders and learning disabilities assigned to resource and self-contained programs from 11 districts/cooperatives. Federal mandated compliance, number of annual goals and completed short-term objectives, and congruency (i.e., the match between present level of performance and annual goals) were investigated. Significant mean differences were found among IEPs in all areas. Factors contributing to the mean differences are discussed along with implications and issues for classroom activities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
