Guide to Writing Quality Individualized Education Programs / Edition 2 available in Paperback
This bestselling guide helps users reduce the complexity of IEP development to seven basic steps, based on the requirements of IDEA 2004. It helps prepare teacher candidates with excellent IEP-writing skills, and gives inservice teachers an accurate resource for their continuing professional development in this critical area.
Features include step-by-step instruction for IEP development, using explanation, modeling, practice and formative feedback for self-guided individual or group learning.
The introduction of the second edition provides a quick overview of special education and the requirements of IDEA 2004. Additionally, the second edition is based on new case studies with complete IEPs for four elementary and secondary students with mild/moderate and severe disabilities, including transition planning. It also provides practice in differing requirements for students taking alternative assessments and features “Answers to Tricky Questions About IEPs” that teachers often encounter.
|Edition description:||Older Edition|
|Product dimensions:||8.00(w) x 10.40(h) x 1.10(d)|
About the Author
Gordon Gibb, PhD, taught students with disabilities in the public schools for 16 years prior to his appointment at Brigham Young University. As associate professor and director of undergraduate special education, Dr. Gibb prepares teachers to work with students with mild/moderate disabilities and conducts research and instructional improvement activities in several schools.
Tina Taylor Dyches, EdD, is professor and Associate Dean in the McKay School of Education at Brigham Young University. Dr. Dyches has worked with individuals with significant disabilities and their families for nearly 30 years as a special educator and professor. Her service and research interests include adaptation of families raising children with disabilities, children’s literature that characterizes individuals with disabilities, and provision of appropriate services to individuals with disabilities.
Table of Contents
Introduction: Special Education and the Individualized Education Program
1. Describe the student's present levels of academic achievement and functional performance.
2. Write measurable annual goals.
3. Measure and report student progress
4. State the services needed to achieve annual goals
5. Describe the extent to which the student will not participate in the regular class and other activities
6. Explain accommodations necessary for state and district-wide assessments.
7. Complete transition plans for students age 16 and older.