| Sumario: | This article presents information about the major characteristics of the individualized educational programs. Potential behavioral, attitudinal, and learning problems can be best identified and dealt with during the early grades, before they become unmanageable and truly disabling. Undetected initial learning problems may later become complicated by serious secondary psychological effects resulting from frustration and failure in the learning situation. The earlier the interventive action, the greater the success that can be expected. Mainstreaming programs which focus on identifying each child's learning needs do not depend on diagnostic labels. Teachers assess individual learning needs of each child and design appropriate education plans to ensure acquisition of skills in the child's curriculum. In mainstreaming classrooms, individualized instruction is viewed as an important intervention strategy that improves the effectiveness of schools in providing quality education. Individualized instruction should be able to meet the learning needs of the individual child while providing close teacher monitoring of student performance and maximum use of student and teacher time for productive learning and instructional activities.
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