This practicum was designed to improve development of individualized education plans (IEPs) of mainstreamed students with disabilities in one junior high school, through applied strategies to increase the active involvement of regular classroom teachers, parents, and students in the decision-making process and IEP development. Interventions with classroom teachers included encouraging their initiation of IEP goals and design of instructional modifications. Interventions with parents included more school/parent communication and involvement of parents in specific intervention strategies such as sending the parents achievement memos, copies of important special education news, and monthly communication regarding their child's academics and behavior. Interventions with students included multidisciplinary team screening and involvement of the student on the multidisciplinary team and in initiating goals and objectives. Data analysis indicated that the practicum resulted in greater participation of regular classroom teachers, parents, and students in decision-making and the IEP process. Recommendations resulting from the practicum include continuing having regular classroom teachers initiate goals, objectives and classroom modifications; continue with annual training for parents on parents' rights and responsibilities regarding the IEP; and provide all special education students with training to allow them to become more active participants in IEP development. Fourteen appendices present the forms, letters, questionnaires, and screening instruments used in the practicum. (Contains 41 references.) (DB)