Since the legislative mandate of the widely exalted-as well as reviled-Education for All Handicapped Children Act (PL 94-142), this law has been subject to all manner of scrutiny and interpretation. The majority of parents still look upon this Act as an enigma. With regard to parent involvement in instructional planning, it seems appropriate first to examine the Act's reference to this process, specifically as mandated by the Individual Education Program (IEP). The IEP (as printed in the Federal Register, August 23, 1977) is stated to be:. .. a written statement for each handicapped child developed in any meeting by a representative of the local educational agency or an intermediate educational unit who shall be qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of handicapped children, the teacher, the parents or guardian or such child, and whenever appropriate, such child, which statement shall include (a) a statement of the present levels of educational performance of such child, (b) a statement of annual goals, including short-term instructional objectives, (c) a statement of the specific educational services to be provided to • such child, and the extent to which such child will be able to participate in regular educational programs, (d) the projected date for initiation and anticipated duration of such services, and appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether instructional objectives are being achieved ...
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