Abstract
While attempting to establish policies and procedures for implementing Individual Educational Plans (IEPs) in the classroom, administrators and supervisors may inhibit several methods of instruction that have proved productive. The experience at Sagamore Children's Center is discussed in order to guide others in making policy decisions. In particular, problems involved in implementing IEP requirements in the open classroom, in group instruction, and in classrooms for the severely learning disabled are presented within a discussion of penetrating resistence by faculty to the legislated mandates.
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