Creating Effective IEPs: A Guide to Developing, Writing, and Implementing Plans for Teachers is a brief primer on Individualized Education Plans that provides practical instruction for writing IEPs, leading IEP meetings, and implementing the goals in a classroom setting. Those who are new to the IEP process will gain a clear and working knowledge of each component of the process from pre-referral to implementation. Each step is presented as a part of a ‘journey’ that each student who has an IEP must travel and addresses many of the issues and concerns that both pre-service and novice teachers encounter. Practical exercises, lesson development tools, and real-world appendices help make the material accessible for students preparing to enter the workforce.
表中的内容
Introduction
1. Individualized Education Plans and the Law: IFSP, IEP, ITP, and SOP
Litigation and Legislation—The Justification of Special Education
Serving a Purpose
Individualized Plans Required by IDEA 2004
2. Stages of IEP Development: Prereferral, Referral, Assessment, and Eligibility
Prereferral Intervention
Referral for Evaluation
Multidisciplinary Evaluation Team and Evaluation
Eligibility
3. The IEP Team Meeting
Participants in the IEP Meeting
Writing the IEP
4. The Individualized Transition Plan (ITP)
Individualized Transition Plan Defined
Preparing the Individualized Transition Plan
Transition IEP Meeting
5. Implementing the IEP
Effective Collaboration Between General and Special Education Teachers
Instructional Design to Address IEP Goals and Objectives
Progress Reporting
Annual Review
Triennial Review
The Journey’s End—A New Beginning
APPENDIX A: Federal Regulations—Title 34: 300.300-300.328
APPENDIX B: State Special Education Websites
APPENDIX C: Section 504 of the Rehabilitation Act of 1973
APPENDIX D: CEC Code of Ethics
APPENDIX E: Supplemental Materials
Activity 2.1: Intervention Planning Matrix
Activity 3.1: Writing PLAAFPs
Activity 3.3: Writing Annual Goals From PLAAFPs
Activity 4.1: Preparing Appropriate Measurable Postsecondary Goals That Address Education
Activity 4.2: Preparing Appropriate Measurable Postsecondary Goals That Address Employment
Activity 5.1: Differentiating Instruction
Activity 5.2: Universal Design for Learning Lesson Planning
关于作者
Nancy G. Burton, Ed.D., is a Professor of Education/Special Education at Concord University. Dr. Burton has more than 38 years of experience as an educator including service as an English teacher, a special educator, Curriculum and Instruction Specialist, Section 504 Coordinator, and most recently, Professor of Education/Special Education. Dr. Burton works extensively with the WV Office of Special Programs (Special Education) and has been the recipient of multiple WV School Improvement Grants. Additionally, Dr. Burton is a certified trainer/professional developer of the Kansas University Strategy Intervention Model strategies and Content Enhancement Routines. She has prepared ancillary materials for multiple textbooks and has served as consultant for online course development. Creating Effective IEPs is Dr. Burton’s first textbook.
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