Given the advent of PL 94-142, this paper investigates a strategy for integrating the IEP and SOI in order to promote an accountability-based approach to differentiated programing for the gifted classroom student. Specifically, critical components of the IEP are identified, relevant features of the SI model outlined, and a system for deriving instructional and behavioral objectives from the SOI Profile is reviewed. The use of computer retrieval data banks with the system presented is discussed in light of the importance of optimal instructional intervention with the gifted.
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