Abstract
Enactment of P.L. 94-142 has provided a major impetus to the provision of a free and appropriate education to all handicapped children. A major provision in P.L. 94-142 is the requirement that all handicapped children receiving special education be provided with an Individualized Education Program (IEP). The IEP, therefore, is to incorporate special education, which is defined as "specially designed instruction." Literature pertaining to IEP development states that instruction must be linked to assessment. The present investigation sought to determine the extent to which the long-term goals and short-term instructional objectives of the IEP can be documented as being predicated upon the psychoeducational assessment. The IEPs and corresponding psychoeducational assessments of 243 students identified as educable mentally retarded (EMR), emotionally disturbed (ED), and learning disabled (LD) were collected and analyzed. Results revealed that the goals and objectives of the IEP have limited foundation in the psychoeducational assessment. Specific consequences of this situation are discussed in terms of impact upon the education of handicapped students, as well as suggestions for strengthening the diagnostic/instructional link in IEPs.
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