A statistical comparison was conducted of 120 Individualized Education Programs (IEPs) of fourth-, fifth-, and sixth-grade male students with behavioral disorders and learning disabilities assigned to resource and self-contained programs from 11 districts/cooperatives. Federal mandated compliance, number of annual goals and completed short-term objectives, and congruency (i.e., the match between present level of performance and annual goals) were investigated. Significant mean differences were found among IEPs in all areas. Factors contributing to the mean differences are discussed along with implications and issues for classroom activities.
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