| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910797466303321 |
|
|
Autore |
Pierangelo Roger |
|
|
Titolo |
Understanding, developing, and writing effective IEPs : a step-by-step guide for educators / / Roger Pierangelo, George Giuliani ; cover designer, Michael Dubowe |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Thousand Oaks, California : , : Corwin Press, , 2007 |
|
©2007 |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-4522-9327-9 |
1-4522-9681-2 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (177 p.) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Individualized education programs - United States |
Children with disabilities - Education - United States |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Contents; Preface; Acknowledgments; About the Authors; Introduction; Chapter 1 - Foundational Issues in Individualized Education Programs (IEPs); Introduction; Purpose of an IEP; 13 Principles of IEP Collaboration; Chapter 2 - IEP Preparation; Preparation before the IEP Meeting; Setting up the IEP Meeting; Giving Notice of an IEP Meeting; When an IEP Meeting must be Convened; Helping Students Prepare; Characteristics of an Effective IEP Team Meeting; Chapter 3 - IEP Participants; IEP Team Members-Roles and Responsibilities; Excusal of Team Members |
Questions and Answers about other IEP Team-Related TopicsChapter 4 - IEP Team Meetings; The Team Process; During the Meeting-Focused but Flexible; Guidelines for Running the IEP Meeting; Chapter 5 - Step-by-Step Development of the IEP; Step 1: Formulate a Statement of the Student's Present Level of Academic Achievement of Functional Performance; Step 2: Determine the Four Need Areas; Step 3: Consideration of Special Factors; Step 4: Determination of Measurable Annual Goals (Including Academic and Functional Goals); Step 5: Reporting Progress toward the Annual Goals to Parents |
Step 6: Determine the Extent to Which the Student will Not be Able to Participate in General Education Programs (LRE Explanation)Step 7: |
|
|
|
|
|
|
|
|
|
|
|
Determine Placement Options; Step 8: Determine Related Services; Step 9: Determine Program Modifications, Accommodations, Supplementary Aids, and Services; Step 10: Determine the Need for Assistive Technology Devices and Services; Step 11: Determine the Supports for School Personnel on Behalf of the Student; Step 12: Determine the Ability of a Student to Participate in State and District Assessments; Step 13: Determine Extended School Year (ESY) Services |
Step 14: A Statement of Secondary Transition Service Needs and Needed Transition Services for StudentsStep 15: Develop a Statement of Transfer of Parental Rights to the Student Upon Reaching the Age of Majority; Annual Review and Revision of the IEP; Recommendations Upon Declassification; Appendix: Individuals with Disabilities Education Improvement Act of 2004-Section on IEPs (Enrolled as Agreed to or Passed by both House and Senate); Glossary; References and Suggested Readings; Index |
|
|
|
|
|
|
Sommario/riassunto |
|
Written by legal and education experts and aligned with the reauthorization of IDEA 2004, this practical resource provides a step-by-step plan for creating, writing, and evaluating IEPs. |
|
|
|
|
|
|
|
| |