LEADER 04329nam 2200601 450 001 9910797466303321 005 20230721042509.0 010 $a1-4522-9327-9 010 $a1-4522-9681-2 035 $a(CKB)3710000000456646 035 $a(EBL)1651154 035 $a(OCoLC)932344264 035 $a(SSID)ssj0001531538 035 $a(PQKBManifestationID)12588337 035 $a(PQKBTitleCode)TC0001531538 035 $a(PQKBWorkID)11463722 035 $a(PQKB)10680691 035 $a(MiAaPQ)EBC1994065 035 $a(EXLCZ)993710000000456646 100 $a20150818h20072007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aUnderstanding, developing, and writing effective IEPs $ea step-by-step guide for educators /$fRoger Pierangelo, George Giuliani ; cover designer, Michael Dubowe 210 1$aThousand Oaks, California :$cCorwin Press,$d2007. 210 4$dİ2007 215 $a1 online resource (177 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-5421-5 311 $a1-4129-1786-7 320 $aIncludes bibliographical references and index. 327 $aCover; 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 327 $aQuestions 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 327 $aStep 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 327 $aStep 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 330 $aWritten 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. 606 $aIndividualized education programs$zUnited States$vHandbooks, manuals, etc 606 $aChildren with disabilities$xEducation$zUnited States$vHandbooks, manuals, etc 615 0$aIndividualized education programs 615 0$aChildren with disabilities$xEducation 676 $a371.9/046 700 $aPierangelo$b Roger$01124087 702 $aGiuliani$b George A.$f1938- 702 $aDubowe$b Michael 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797466303321 996 $aUnderstanding, developing, and writing effective IEPs$93711013 997 $aUNINA