The IEP Checklist
Description
WHAT'S NEW:
New chapters on making IEP practices culturally responsive, designing behavior intervention plans, and supporting students with disabilities in private and parochial schools
Student-friendly features such as chapter objectives, reflection questions, a glossary, and challenge scenarios to encourage critical thinking skills
Updated activities that help guide and improve IEP development
All-new online resources, including English- and Spanish-language parent surveys
Updates on critical new research and practices in the field of special education
INCLUDES READY-TO-USE TOOLS: IEP meeting preparation checklists, the IEP Checklist for confirming that required elements are included, an IEP Rubric for evaluating each element, and a template for making corrections based on the IEP Rubric.
More details
Persons
Clarissa E. Rosas, Ph.D. holds a doctorate from the University of New Mexico with a focus on bilingual/multicultural special education and educational administration as well as a bachelorâ (TM)s and a masterâ (TM)s degree from the University of San Diego. Her 40 years of experience in the field of education in three different states includes teaching general education; special education, both mild to moderate and moderate to intense; English as a second language; and bilingual multicultural education. Dr. Rosas also has served as an administrator at the district, building, and university level. Her expertise and research interests include developing innovative programs and curriculum to prepare preservice and in-service teachers to meet the social and educational challenges of children with disabilities who come from vulnerable populations.
Kathleen G. Winterman, Ed.D. has more than 30 years of experience working in the field of education. Her experience includes teaching as an intervention specialist serving children ages 3â "10 in inclusive settings, serving as an elementary principal, an associate professor, a special education program director, and Director of the School of Education at Xavier University. She holds seven licenses from the state of Ohio. Dr. Winterman is a published author, and her areas of research interest include teacher preparation, IEP preparation, early childhood special education, autism, educational leadership, the use of instructional technology, and services for students with mental illnesses.
Content
About the Authors
About the Contributors
Acknowledgments
Introduction
SECTION I: Foundations for Understanding the Development of a Meaningful IEP
Chapter 1 - Overview of the History and Legal Perspectives of Special Education
Chapter 2 - IEP Considerations for Culturally and Linguistically Diverse Learners
Chapter 3 - Collaborative Teaming for Better IEPs
SECTION II: IEP Content
Chapter 4 - Present Levels of Academic Achievement and Functional Performance
Chapter 5 - Goals
Chapter 6 - Short-Term Objectives
Chapter 7 - Measuring and Reporting Progress
SECTION III: Supporting Information
Chapter 8 - Least Restrictive Environment
Chapter 9 - Accommodations and Modifications to Meet the Needs of the Learner
Chapter 10 - Transition Teaming: Meeting Post-Secondary Needs
Chapter 11 - Designing Behavior Intervention Plans
Chapter 12 - Supporting Students with Disabilities in Private and Parochial Schools
Appendix A - IEP Tools
The IEP Checklist
IEP Rubric
IEP Rubric/Correction
Glossary
References