Research Based Program Development Model for Exceptional Learners.

The conference paper examines West Virginia's process-product model used to develop educational programs for exceptional students (behavior disordered learners and intellectually gifted learners). The background of the program is discussed, and requirements of the state's master plan are outlined. Noted are findings and recommendations of task forces on the education of behavior disordered students and of gifted students. Task force reports address issues of philosophy, educational goals, curriculum goals, and program delivery. Recommendations for the task force on behavior disordered students include study of the needs of multihandicapped behavior disordered students, and the development of a K-12 continuum of learning outcomes for the content areas of behavior management, emotional/social education, language and communication training, leisure skills, and daily living/survival skills outlined in the program of study for autistic students. The task force on gifted education emphasizes the cultural role of the teacher. The use of Individual Education Plans (IEP) is also discussed, and school composite profiles, which show students' levels of achievement by area, are described. The paper highlights the need for gifted students to have the optimal opportunity for intellectual growth. (CL)