An alternative to current arithmetical programing for the handicapped is presented. Components of the instructional system include (a) a learning unit, (b) an interactive unit, (c) a verbal information processing unit, and (d) a conceptual processing unit. The instructional system offers a multiple option curriculum for the development of quantitative concepts by the handicapped.
The second special education case decided by the U. S. Supreme Court, Irving Independent School District v. Tatro, is discussed. The case provides some criteria for determining which related services are required under the EHA. These criteria are discussed in relation to recent and future special education cases.
Individualized educational programming for handicapped students and the requirement to pass a competency test appear paradoxical. Competing tests require that handicapped students attain a specified level of academic achievement that may not be commensurate with their educational progress. In the present article, three policy options on the competency testing of handicapped students are analyzed: (1) Handicapped students should be required to pass a competency test prerequisite to receiving a diploma; (2) handicapped students should be exempt from taking the competency test, and granted a regular high school diploma based upon successful completion of their Individualized Education Plan requirements; and (3) differential competency standards should be developed for handicapped students. The strengths and limitations of these policy options are discussed.
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