Evaluation of Written Individualized Education Programs

1978 ◽  
Vol 45 (3) ◽  
pp. 207-208 ◽  
Author(s):  
Lee H. Andersen ◽  
Sandra L. Barner ◽  
Harry J. Larson
Keyword(s):  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education

Dressing Your IEPs for the General Education Climate Analysis of IEP Goals and Objectives for Students with Multiple Disabilities

1994 ◽  
Vol 15 (5) ◽  
pp. 288-296 ◽  
Author(s):  
MICHAEL F. GIANGRECO ◽  
RUTH E. DENNIS ◽  
SUSAN W. EDELMAN ◽  
CHIGEE J. CLONINGER
Keyword(s):  
General Education ◽  
Multiple Disabilities ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Climate Analysis ◽  
Goals And Objectives

THIS ARTICLE DESCRIBES CHARACTERISTICS OF INDIVIDUALIZED EDUCATION PROGRAMS (IEPS) OF 46 STUDENTS FROM NINE DIFFERENT STATES IN KINDERGARTEN THROUGH GRADE 12 WHO HAVE MULTIPLE DISABILITIES AND RECEIVE ALL OR PART OF THEIR EDUCATION IN GENERAL EDUCATION CLASSES. THROUGH CATEGORICAL CODING OF THE STUDENTS' IEP GOALS AND OBJECTIVES, SEVERAL THEMES WERE IDENTIFIED THAT HIGHLIGHT PROBLEMATIC CHARACTERISTICS OF IEPS. ALTERNATIVES ARE SUGGESTED THAT THE AUTHORS BELIEVE MAY MORE ADEQUATELY COMMUNICATE THE UNIQUE NEEDS OF INDIVIDUAL STUDENTS TO THEIR TEACHERS IN GENERAL EDUCATION CLASSES AND IMPROVE THE USEFULNESS OF IEPS.

Why Working Apart Doesn’t Work at All: Special Education and English Learner Teacher Collaborations

2018 ◽  
Vol 54 (1) ◽  
pp. 31-39
Author(s):  
Sara E. N. Kangas
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Students With Disabilities ◽  
English Learner ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Linguistic Development ◽  
Synergistic Relationships ◽  
Learning English

With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students’ academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies—cocreating individualized education programs and instituting consultations—special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English.

A System for Instructional Management of Individualized Education Programs

1980 ◽  
Vol 3 (4) ◽  
pp. 31-41 ◽  
Author(s):  
Aileen W. Freasier ◽  
Sandra Watkins ◽  
Susie A. Payne ◽  
Katherine H. Kopp
Keyword(s):  
Individualized Education Programs ◽  
Instructional Management ◽  
Education Programs ◽  
Individualized Education

Individualized Education Programs in Art: Benefit or Burden?

Art Education ◽  
1984 ◽  
Vol 37 (6) ◽  
pp. 10 ◽  
Author(s):  
Lanny Morreau ◽  
Frances E. Anderson
Keyword(s):  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education

An Evaluation of Transition Components of Individualized Education Programs

1997 ◽  
Vol 63 (3) ◽  
pp. 357-372 ◽  
Author(s):  
Meg Grigal ◽  
David W. Test ◽  
John Beattie ◽  
Wendy M. Wood
Keyword(s):  
Mental Retardation ◽  
High School Students ◽  
Best Practices ◽  
Essential Elements ◽  
Individualized Education Programs ◽  
Students With Learning Disabilities ◽  
Education Programs ◽  
Individualized Education ◽  
School Students ◽  
Education Act

This study evaluated the transition component of the individualized education programs (IEPs) of 94 high school students between the ages of 18 and 21—students with learning disabilities, mild mental retardation, moderate mental retardation, and emotional/behavioral disorders. The study examined the format of the transition component document, compliance with the mandates of the Individuals with Disabilities Education Act (IDEA), and reflections of best practices, as well as the differences in these aspects of IEP transition components among disability groups. Results indicated that although the majority of the transition components complied with IDEA's mandate, they lacked many of the essential elements reflective of best practices in transition.

Participation and Accommodation in State Assessment: The Role of Individualized Education Programs

2003 ◽  
Vol 69 (2) ◽  
pp. 147-161 ◽  
Author(s):  
James G. Shriner ◽  
Lizanne Destefano
Keyword(s):  
Decision Making ◽  
Education Program ◽  
Intervention Study ◽  
Individualized Education Program ◽  
State Assessment ◽  
Individualized Education Programs ◽  
Important Process ◽  
Education Programs ◽  
Individualized Education

The individualized education program (IEP) is both an important process and a document in decision-making concerning students' participation and accommodation in assessment. In this intervention study, training was found to increase the quality and extent of participation and accommodation documentation on the IEP. Correlations between what was documented on the IEP and what happened on the day of testing were highly variable. Although students' IEPs appeared to reflect individualized decisions, political and logistical factors limited the utility of the IEP and interfered with its actual implementation.

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