A Data Base for Implementation of the Individualized Education Program.

Overview & Synopsis

Relationships among reasons for referral to special education, psychoeducational assessment results, and individualized education programs (IEPs) were investigated for 405 special education students (preschool through grade 12). Students' files were reviewed, and referral information, psychoeducational assessment information, and IEP content were coded on checklists. Tenuous relationships existed between reasons for referral and psychoeducational assessment results. Present level and annual goal components of the IEP were related to psychoeducational assessment results. Assessment results were not associated with present level statements and annual goals with a high degree of regularity. Present level statements and annual goals were related to one another in 71% of the instructional areas. Relationships between most IEP components and a special education program prototype were demonstrated, although most present level statements were not significantly related to program prototype. It was concluded that relationships between reason for referral and assessment result require strengthening, as should relationships between psychoeducational assessment results and the content of IEPs. (CL)