Abstract
Individualized education program (IEP) plans for students with mild mental retardation and behavior disorders who attended integrated elementary and secondary schools were evaluated on the presence or absence of current, appropriate practices across the categories of generalization, functionality, and age-appropriateness. The IEPs were also analyzed by curricular area of emphasis. Students were observed in general and special education classrooms to discern the relationship, if any, between the written IEP and actual delivery of instruction. Results indicated that, although IEPs contained certain appropriate practices, their emphasis was almost solely on academic skills, to the exclusion of other important domains, such as vocational, recreation/leisure, and community integration. There was little indicated relationship between written IEPs and instruction.
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