Relevant bibliographies by topics / Individualized education plans (IEP)

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  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Individualized education plans (IEP)'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Individualized education plans (IEP)"

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Bachke, Carl Crh. "Individualized Education Plans: What Characterizes the Research?" SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (May 17, 2015): 31. http://dx.doi.org/10.17770/sie2015vol3.389.

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<p><em>This study illuminates the research question what characterizes the research of Special Needs Education’s (SNE’s) use of Individualized Education Plans (IEP), during the period 2010-2015? A sample of 11 relevant Norwegian publications has been analyzed by means of these criteria: Type of publication, research method(s) applied, sub-topics focused on and perspectives of SNE. Findings show (1) the amount of the research is still scarce, (2) only three researchers of PhD-level or above have participated in this sample of publications, (3) the sample demonstrates various research methods applied, although document analysis dominates, (4) there is still a need of research looking for catalysts of good planning and using of IEP, (5) the study presents one way of constructing thematic and sub-topical categories, and (6) one needs to validate how the SNE’s perspectives of traditionalism and inclusionism influence the outcomes of IEP research.</em></p>
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Harvey, Judy, Kelly Farquharson, Whitney Schneider-Cline, Erin Bush, and Christina Yeager Pelatti. "Describing the Composition of Individualized Education Plans for Students With Traumatic Brain Injury." Language, Speech, and Hearing Services in Schools 51, no. 3 (July 15, 2020): 839–51. http://dx.doi.org/10.1044/2020_lshss-19-00074.

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Purpose The purpose of this study was to explore and describe the features of Individualized Education Plans (IEPs) for a cohort of students with traumatic brain injury (TBI) to help elucidate current special education practices for students with TBI. Method We obtained permission from administrators of a local school district of 41,000 students in a Midwestern state to review de-identified IEP records of students verified with TBI. We examined demographic information (i.e., cause and age at time of injury), IEP services and intensity, IEP goal categories, and previous verification status. Results Descriptive results support that intervention services were more intense for students with TBI with greater lengths of time postinjury. Target behaviors within goals were more often related to math and reading than to the cognitive processes that govern these skills, such as attention, memory, and executive functioning. Finally, more than a third of our sample had been verified with a disability and were receiving special education services via an IEP prior to their TBI. Conclusions This work represents an important first step in understanding the special education services for students with TBI. Future research should explore interventions that are ecologically valid for school-based settings and are developed to address the idiosyncratic deficits of students with TBI, particularly interventions that focus on the underlying cognitive processes experienced by these students.
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Seo, Hyo-Jeong, Youn-Jung Park, Eun-Young Kang, and Kyoung-Ock Park. "A Study on Analyzing Documentation Status and Components of Individualized Education Plans." Journal of Intellectual Disabilities 21, no. 1 (March 31, 2019): 21–44. http://dx.doi.org/10.35361/kjid.21.1.2.

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Heller, Kathryn Wolff, and Jennifer Tumlin. "Using Expanded Individualized Health Care Plans to Assist Teachers of Students With Complex Health Care Needs." Journal of School Nursing 20, no. 3 (June 2004): 150–60. http://dx.doi.org/10.1177/10598405040200030501.

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As special education teachers have increasing numbers of students requiring health care procedures in their classrooms, school nurses need to help these teachers maintain a safe, healthy environment for their students. Part of this consists of having teachers know the steps to take should certain problems arise. This article examines the receptivity of using an expanded version of an individualized health care plan (IHP) to provide critical information to address health care problems, as well as having individualized education program (IEP) objectives for instructional targets identified in the IHP. The findings of this study indicate that a high percentage of school nurses and special education teachers were in favor of an expanded version of the IHP. There was also support for teaching students to independently or partially participate in performing their own health care procedures and having this instruction formalized as IEP objectives.
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Cavendish, Wendy, and David Connor. "Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives." Learning Disability Quarterly 41, no. 1 (January 16, 2017): 32–43. http://dx.doi.org/10.1177/0731948716684680.

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This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents ( n = 9), and their teachers ( n = 17) were analyzed. A group comparison of student and teacher ratings on the Student Involvement Survey revealed no difference between students and teachers on level of school efforts to facilitate student and parent involvement. However, qualitative analysis of interview data resulted in the emergence of four primary themes related to challenges to meaningful involvement: (a) facilitation of student involvement in IEP development, (b) challenges to parent involvement in IEP development, (c) challenges and effective supports for graduation, and (d) supports needed for career and college preparation. Recommendations for school practices to support student and parent involvement in the development of authentic IEPs is provided.
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Lindberg, Evalynne W., Chancey T. Bosch, and Marcia P. Livingston-Galloway. "Inclusive Practices and the Achievement Gap between Students with and without an Individualized Education Plan." World Journal of Educational Research 8, no. 1 (January 6, 2021): p83. http://dx.doi.org/10.22158/wjer.v8n1p83.

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Philosophy, ethics, legal mandates, educational theory, classroom application, and research has neither concluded nor reached scholarly saturation on the successful implementation of inclusion. This study examines inclusive practices for students with special needs by focusing on one innovative approach to narrowing the achievement gap between students on an Individual Education Plans (IEP) and students not on IEP. The innovative approach examined combined three research-based practices to create one school-wide pedagogy. The public middle school in this study integrated three educational approaches known as “Tribes,” “Integrated Thematic Instruction (ITI)”, and “MicroSocieties”. An 11-year study revealed statistically significant relationship between the innovative approach and the achievement gap between students on IEPs and students not on IEPs. Descriptive statistics and parametric testing, a linear regression, were used to make inferences in the relationship. Implications of the study continue to support existing research on individual inclusive practices, but more importantly the innovative integration of inclusive practices.
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Hott, Brittany L., Beth Ashby Jones, Jacqueline Rodriguez, Frederick J. Brigham, Amelia Martin, and Minerva Mirafuentes. "Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs." Behavior Modification 45, no. 1 (January 29, 2019): 13–38. http://dx.doi.org/10.1177/0145445518825107.

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Students who are eligible to receive special education and related services are entitled to a free and appropriate public education (FAPE) including the necessary emotional, behavioral, and social supports to access the general curriculum. This study explores Individualized Education Program (IEP) plans of students with disabilities who have social, emotional, or behavioral needs served in five rural independent school districts. Specifically, the study sought to investigate (a) whether the present level of academic and functional performance (PLAAFP) and annual goals demonstrated congruence and (b) whether the degree to which the IEP documents conform to both procedural and substantive requirements for development. A review of 126 IEPs suggests that although IEPs are somewhat compliant, they fail to comprehensively address student needs or align across areas, violating the spirit of Individuals with Disabilities Education Improvement Act. Recommendations and future areas of inquiry are provided.
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Jachova, Zora, Jasmina Kovačević, and Husnija Hasanbegović. "INDIVIDUAL EDUCATION PLAN (IEP) FOUNDATION OF A QUALITY INCLUSIVE EDUCATION." Journal Human Research in Rehabilitation 8, no. 2 (September 2018): 88–93. http://dx.doi.org/10.21554/hrr.091811.

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Children with disability deserve equal access to quality education which enable them develop into useful member of the society and contribute to the economic growth of their immediate community irrespective of their areas of special needs. The Individual Education Plan (IEP) is a written document specifically developed for students with disabilities in inclusive education. The main goal of this article is to present a checklist of the essential elements required for an IEP and it is intended that these will form the basis for good inclusive practicein the future. The IEP is a working document and should be useful, available and comprehensible to all those dealing directly with the student. It needs to be considered in the context of home, school and classroom organisation.Effective individual education plans have key characteristics: Individualised and child-centred, Inclusive, Holistic, Collaborative and Accessible.
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Bélanger, Nathalie, and Joannie St-Pierre. "ENJEUX DE COLLABORATION ENTOURANT LE PLAN D’ENSEIGNEMENT INDIVIDUALISÉ. ENTRE PROCESSUS D’INCLUSION ET D’EXCLUSION." Understanding Exclusion to Better Work Towards Inclusion? 54, no. 2 (November 13, 2019): 349–68. http://dx.doi.org/10.7202/1065662ar.

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This article examines the roles of actors engaged in the preparation and implementation of individualized education plans (IEP), which are considered as devices that organize the social relationships between community and school actors. A literature review conducted using search engines and based on precise criteria allows for a discussion on the roles of these actors and their collaboration with regards to recently developed directions in inclusion and the possible effects of exclusion.
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Green, Jennifer Greif, Jonathan S. Comer, Aberdine R. Donaldson, R. Meredith Elkins, Meredith S. Nadeau, Gerald Reid, and Donna B. Pincus. "School Functioning and Use of School-Based Accommodations by Treatment-Seeking Anxious Children." Journal of Emotional and Behavioral Disorders 25, no. 4 (August 24, 2016): 220–32. http://dx.doi.org/10.1177/1063426616664328.

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Anxiety disorders are commonly occurring among children and are associated with increased risk for poor educational outcomes. However, little is known about the specific supports and accommodations provided to anxious children in schools. This study examines reports of school functioning and school-based supports and accommodations among a sample of 51 anxious youth and their mothers seeking treatment at an outpatient clinic. Children and their mothers reported significant anxiety-related impairment in school functioning, particularly for older children. Children identified as needing special education and related services (through Individualized Education Program [IEP] and 504 plans) more often received anxiety-related supports and accommodations at school than their peers who did not receive IEP/504 services. However, these accommodations were not always well matched to child needs and, in some cases, might facilitate avoidance of anxiety. Results suggest that some children with anxiety disorders receive supports in schools that may be inconsistent with evidence-based clinical practices. School-based mental health providers can be in an important position to facilitate coordinated care for youth with anxiety disorders.
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Dissertations / Theses on the topic "Individualized education plans (IEP)"

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Silva, Tânia Carina Boavida Domingues da. "Promoting the quality of individualized education plan (IEP) and Individualized family service plans (IFSP) goals and objectives." Doctoral thesis, ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida, 2013. http://hdl.handle.net/10400.12/2775.

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Tese submetida como requisito parcial para obtenção do grau de Doutoramento em Psicologia - Área de especialidade Psicologia do Desenvolvimento
Uma intervenção eficaz em intervenção precoce e crucial para que todas as criancas consigam alcançar o seu potencial desenvolvimental e funcional. A ciência do desenvolvimento evoluiu de um modelo centrado na criança para um modelo centrado na família, que suporta o desenvolvimento total de competências e funcionalidades. O mesmo não parece ter acontecido com as praticas ja que as crenças e valores dos profissionais não parecem ser concordantes com as praticas recomendadas. O objectivo deste trabalho e contribuir para a compreensão e disseminação de estratégias que permitam diminuir o hiato existente entre a teoria e a pratica, através de uma formação em Intervenção Precoce Baseada nas Rotinas (IPBR; McWilliam, 2010). Com base no primeiro estudo, que avaliou a qualidade dos objectivos dos programas educativos individuais (PEI) em Portugal e produziu conhecimento inovador e consistente com estudos anteriores e posteriores que demonstravam que tanto os PEI como os planos individuais de intervenção precoce (PIIP) incluíam objectivos de baixa qualidade, desenvolvemos uma formação assente na IPBR. Esta foi projectada especificamente para melhorar a qualidade dos objectivos dos PEI e dos PIIP e diminuir o seu numero excessivo. O segundo estudo fundamenta e descreve, em detalhe, a formação projectada, permitindo futuras replicações, e apresenta os resultados na melhoria dos objectivos de 80 profissionais. A entrevista baseada nas rotinas (EBR; McWilliam, 2005) e uma parte fundamental da IPBR e, como tal, teve um foco especial ao longo da formação. A ferramenta mais importante no ensino da EBR foi a lista de verificação da EBR (Rasmussen & McWilliam, 2010), cujas propriedades psicométricas foram investigadas no terceiro estudo. Por fim e no ultimo estudo, centramo-nos novamente na eficácia da formação e investigamos (a) a validade social, (b) os outcomes a médio prazo da eficácia da formação com inclusão de uma condição de controlo e (c) as variáveis associadas ou explicativas das mudanças na qualidade dos objectivos. Os nossos resultados contribuíram para o campo da intervenção precoce, e especificamente da IPBR (e.g., Hwang, Chao, & Liu, 2013; McWilliam, et al., 2009). Isto porque corroboraram e adicionaram evidencias sobre a eficácia da formação nas praticas recomendadas e baseadas na evidencia (e.g., Campbell & Halbert, 2002; Jung & Baird 2003). Também encontramos suporte para (1) a eficácia da nossa formação na promoção de objectivos de qualidade nos PEI e nos PIIP, (2) o papel central da EBR neste processo, e (3) a fiabilidade da lista de verificação da EBR como um instrumento de implementação. A realização deste estudo permitiu dar esta formação, que se revelou eficaz, a mais de 200 profissionais, trabalhando com cerca de 40% das Equipas Locais de Intervenção (ELI) da área de Lisboa e Vale do Tejo, onde vive, aproximadamente, 35% da população de Portugal continental.
ABSTRACT: Effective intervention is crucial to achieve every child’s developmental and functional full potential in Early Childhood Intervention (ECI). Early childhood development science has evolved from a child-centered and remedial model to one that is family-centered and supportive of capacities and functionality. Practices in the field have not changed at the same rate as the research, revealing a gap between professionals’ beliefs and values and recommended practices. The intent of this work was to contribute to the understanding and dissemination of strategies that bridge the gap between research and practice through in-service training in Routines-Based Early Intervention (RBEI, McWilliam, 2010). The first study assessed the quality of Portuguese-IEP goals and objectives and produced knowledge that was new but consistent with previous and subsequent studies showing that both IEPs and IFSPs included low-quality goals and objectives. We then developed an in-service training program based on RBEI, specifically designed to improve the quality of IEP/IFSP goals and objectives while decreasing their excessive number. The second study substantiated and described in detail the above mentioned training, allowing for future replication, and presented findings about the improvement of the goals and objectives from 80 professionals. The Routines- Based Interview (RBI; McWilliam, 2005) is a centerpiece of the RBEI and, therefore, was the main focus throughout the training program. The most important tool to teach trainees on the RBI was the RBI Implementation Checklist (Rasmussen & McWilliam, 2010), the psychometric properties of which were investigated in the third study. Finally, in the last study, we turned once more to training effectiveness and investigated (a) the social validity, (b) the medium-term outcomes of the training with inclusion of a control condition, (c) and variables associated with or explaining changes in the quality of goals and objectives. Our results contribute to the ECI field to the extent that they corroborate and add new evidence on the effectiveness of in-service training in recommended and evidence-based practices in ECI (e.g., Campbell & Halbert, 2002; Jung & Baird 2003), and specifically in RBEI (e.g., Hwang, Chao, & Liu, 2013; McWilliam, et al., 2009). Our findings provide support for (1) the effectiveness of our training in promoting the quality of EIPs/IFSPs goals and objectives, (2) the central role of the RBI in the process, and (3) the reliability of the RBI Implementation Checklist as a good implementation fidelity instrument. In conducting this study, we provided this training, which was shown to be effective, to over 200 professionals working in the field, training about 40% of the LITs of the Lisbon and Tagus Valley Region, were about 35% of the Portuguese continental population lives.
Fundação para a Ciência e Tecnologia (SFRH/BD/44286/2008).
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Stockwell, Glenda, Beth Anne Fox, and Reid Blackwelder. "Goal Directed Learning: Early Assessment And Individualized Education Plans for Family Medicine Interns." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6928.

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D'Anna, Laura Lee. "Impact of Individualized Learning Plans on Educational Completion Among Incarcerated Youth." ScholarWorks, 2018. http://scholarworks.waldenu.edu/dissertations/4963.

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Interruptions to juvenile detainees' education often delay their progress toward high school completion. Implementing an individualized learning plan (ILP) has been suggested as a solution to this problem. The purpose of this case study was to explore how ILPs facilitate attainment of graduation among incarcerated youth. The study was guided by the Washington State legislative framework for individualized learning plans and the efforts of the Office of Juvenile Justice and Delinquency to increase educational opportunities. Three research questions were formulated to explore perceptions of local juvenile detention center educators and administrators regarding their experiences in the development, implementation, and effectiveness of ILPs. Qualitative data were collected from interviews with 5 detention center educators, field observations, and document reviews. The examination of the data through the coding process using a matrix enabled descriptions and themes to emerge. Results indicated that ILPs are collaboratively developed and implemented in the detention center, there is a need for professional development related to ILPs, and ILPs have impacted students' education completion. Results from this study may influence social change by supporting development of ILPs which can result in a higher graduation rate and a reduction in recidivism among the incarcerated youth population.
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Blair, Peter J. "A Descriptive Case Study of Writing Standards-Based Individualized Education Plan Goals Via Problem-Based Learning in a Virtual World." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5697.

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The goal of this study was to examine the professional development experiences of two participants while they were creating standards-based individualized education plan (IEP) goals using a virtual world called TeacherSim. The focuses of the study were how did special educators engage with the task of creating standards-based IEP goals using TeacherSim and how did TeacherSim support or hinder this? This research used a descriptive case study selecting two participants from the larger data set of seven participants. The data was analyzed using qualitative coding which compared the observed experiences with the case propositions. This case study demonstrated that special education professionals can work at a distance to learn the process of creating standards-based IEP goals while using the technology of a virtual world. Similarly, the use of virtual world technology appeared to facilitate feelings of physical and social presence, which aided in online collaborative activities.
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Shumate, Carolynn Bissett. "Discipline Problems Related to IDEA 1997 for Special Education Students During 1999-2000." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/30141.

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The two research questions that guided this qualitative, descriptive case study were: 1. What staff development and training occurred since IDEA 1997 and what would be recommended in the future in a selected Virginia school district regarding the discipline problems of students with disabilities. 2. How had one Virginia school district responded, implemented and resolved disciplinary problems (including barriers) as related to IDEA 1997 for specific students with disabilities who were in need of disciplinary measures during the 1999-2000 school year? The seven selected students with disabilities were chosen based on their disciplinary actions as related to five interview guide questions that focused on some new IDEA 1997 disciplinary regulations. Sources came from a review of formal and informal records, interviews, observations, and follow-up based on data analysis. These questions dealt with the disciplinary issues involving: 1. Multiple short-term removals. 2. Change of placements. 3. Interim alternative settings. 4. Removal for more than ten days. 5. Disciplinary change of placement. 6. Discipline whereas a functional assessment and behavioral implementation plans, strategies and supports were reviewed for students with disabilities in need of disciplinary action. Themes, patterns and recommendations were given at the school district and at the state level. Recommendations for further study were made. Within this school district, three surfaced themes as part of lessons learned were noted. These themes were a) the revolving door of homebound placement, b) monitor and compliance issues, and c) documentation concerns for students with disabilities as mandated by IDEA 1997. Ten patterns were noted as related to the seven students with disabilities due to their disciplinary actions. All seven students with disabilities had a long history of special education placements, attendance problems and were recommended for counseling. Six of these student's parents were minimally involved with their child's progress. Six of these students were drug involved. Positive interventions, strategies and supports were utilized for five of these students when receiving disciplinary consequences. Five of these students with disabilities had other difficult family issues. Four of these students with disabilities were court involved while one student was involved with the community services board. Three students had work experiences and three students had low to average intelligence. Other noteworthy considerations involving climate and culture, money and safety were discussed.
Ed. D.
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Lehrman, Eliana Rose. "Introductory Guide to Assistive Technology for Educators." Kent State University Honors College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1479558587743816.

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Drake, Brian M. "An Examination of the Alignment Between Individualized Education Program (IEP) Goals and IEP Progress Reports." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1590588661832163.

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Caines, Bruce C. "Views from the other side, parental perceptions of the individualized educational plan (IEP) process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0009/MQ33814.pdf.

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Lindbom, Therese. ""De svåraste pedagogiska uppgifterna till de som har minst pedagogisk utbildning" : en kvalitativ studie om elevassistenten som specialpedagogisk insats." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20862.

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Syftet med denna studie var att undersöka stödinsatsen i form av elevassistent och hur insatsen kopplas till elevens behov av särskilt stöd. Studien bygger på tidigare forskning kring elevassistentens roll och funktion i arbetet med elever i behov av särskilt stöd och har en kvalitativ ansats där åtgärdsprogram har samlats in och bearbetats med hjälp av dokumentanalys som metod. Även djupintervjuer av semi-strukturerad karaktär genomfördes med en rektor, en speciallärare och tre elevassistenter. Resultatet från dokumentanalysen analyserades och sammanställdes i en tabell och de inspelade intervjuerna transkriberades och sammanställdes utifrån teman. Resultatet analyserades, sammanfattades och sattes sedan i relation till tidigare forskning samt studiens teoretiska ramverk. Sammanfattningsvis påvisar resultatet att stödbehov kopplat till elevassistent som insats ofta är av social karaktär. Elevassistentens roll handlar med andra ord främst om att fungera som en stödstruktur, speciellt i sociala sammanhang. I elevassistentens roll ingår också ofta någon form av undervisning, antingen enskilt eller i mindre grupper. Elevassisternas behov av stöd hamnar inom områden som planeringstid, handledning och kompetensutveckling. I vilket omfattning detta stöd ges beror utifrån detta resultat lite på vilken enhet samt inom vilka årskullar elevassistenten är verksam. För att säkerställa att insatsen resulterar i en akademisk progression hos eleven, påvisar resultatet att detta sker genom dialoger mellan lärare och elevassistent samt genom olika typer av test.
The purpose of this study was to investigate what kind of support being conducted by the profession student assistant, and how their role is linked to students with special educational needs. The study is based on previous research how the role student assistant is functioning in relation to students with special educational needs. The study has a qualitative approach and the theoretical framework is based on the ecological system theory. Individualized educational plans have been collected and processed using document analysis as a method. In-depth interviews of semi-structured nature was also conducted with a principal, a special teacher and three student assistants. The results of the document analysis were analyzed and complied in a table and the recorded interviews were transcribed and complied based on themes. The result of the document analysis was analyzed, summarized and then compared in relation to previous research as well as the theoretical framework of the study. The results in terms of what is required from the student assistant are pointing towards needs of social character. In other words, the role of the student assistant is primarily to function as a support structure, especially in social contexts. A part within the role also includes teaching, either individually or in smaller groups. The student’s assistants need for support can be categorized into planning time, supervision and adequate education. Whether, and in what extent various support is given, varies from the result. The result demonstrates that the pupil’s academic progression is being ensured via dialogues between teachers and student assistants as well as various types of tests.
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Mazza-Davies, Laurie Lynn. "Personalising Learning: Exploring the principles and processes of the IEP for young, gifted readers." The University of Waikato, 2008. http://hdl.handle.net/10289/2310.

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This small-scale qualitative, action research study sought to establish the efficacy of using the Individualised Education Programme (IEP) as an assistive tool towards the differentiation of reading programmes for young, gifted and talented readers. Despite a growing awareness about the importance of curriculum differentiation for all students, research indicates how little some classroom teachers do to meet the needs of gifted readers. The literature reviewed reveals how the prolonged mismatching of instructional reading programmes to the academic and emotional maturity of the gifted reader may well result in underachievement, and a diminished opportunity to learn how to react to challenge. In November 2006, the New Zealand Ministry of Education launched its personalising learning initiative, which promotes the active participation of students in their education by creating their own learning pathways. Students are encouraged to articulate their learning needs and preferences, and set goals in collaboration with their parents and family/whanau and teachers. With its underlying principles based on collaboration and communication, together with its seemingly flexible structure, this study utilised the IEP as a personalising learning framework for young gifted and talented readers, and as a differentiation tool for their teachers. Over a five month period, the researcher worked alongside three Year Two/Three teachers from an urban, decile five primary school as they each identified one gifted reader from their classes, and together with the student and the student's parents, set about planning and implementing an IEP, using strategies and approaches suggested by the literature as the most apposite for gifted readers. Data was gathered through in-class observations, participants' journals, focus group meetings, IEP meetings, and semi-structured interviews. This study reveals the use of the IEP holds great promise as a differentiation tool towards the personalisation of learning programmes for young, gifted readers. Each student attended his or her own IEP meetings, indicated their learning preferences and needs, helped to set his or her own learning goals, and assessed their own achievement using the IEP goal indicators. Significantly, for the teachers involved in this project, the IEPs proved not only useful as qualitatively differentiated planning frameworks for the students in the study, but many of the goals and strategies used proved pertinent for all children, in particular, for the 'top' reading groups. In this regard, IEPs proved to be 'work-smarter' tools for the teachers involved, serving as planning blueprints for the most able readers in their classes, thereby creating inclusive rather than exclusive conditions for the gifted readers. Furthermore, the insights gained by the teachers involved into the needs of their gifted readers ultimately challenged their personal teaching philosophies, and resulted in changes to their teaching practices for their gifted students.
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Books on the topic "Individualized education plans (IEP)"

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Children, Council for Exceptional. IEP team guide. Reston, Va: Council for Exceptional Children, 1999.

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M, Herr Cynthia, ed. Writing Measurable IEP Goals and Objectives. Verona, WI, USA: IEP Resources, 2003.

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Disabilities, University of the State of New York Office of Vocational and Educational Services for Individuals with. Sample individualized education program (IEP) and guidance document. Albany, N.Y: The Office, 2002.

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Education, Ontario Ministry of. Individual Education Plan (IEP): Resource guide, 1998. [Toronto]: [The Ministry], 1998.

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Edward, Burns. IEP-2005: Writing and implementing individualized education programs (IEPs). Springfield, IL: Charles C Thomas, 2006.

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Rosen, Roslyn. A parents' guide to the Individualized Education Program (IEP). Washington, D.C: Outreach, Pre-College Programs, Gallaudet College, 1986.

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A guide to facilitation of IEP teams. Baltimore, Md: Paul H. Brookes Pub., 2010.

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Martin, Nicholas R. M. Supporting the IEP process: A facilitator's guide. Baltimore, Md: Paul H. Brookes Pub., 2010.

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Lehman, Martha, and Marvin Williams. The IEP process for secondary transition. [Helena, Mont.]: Montana Office of Public Instruction, Mountain Plains Regional Resource Center, 2002.

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Nolo's IEP Guide. Berkeley: NOLO, 2007.

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Book chapters on the topic "Individualized education plans (IEP)"

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Reich, Stephanie M. "Individualized Education Plan (IEP)." In Encyclopedia of Cross-Cultural School Psychology, 540–42. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_211.

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First, Michael B., Elizabeth Spencer, Elizabeth Spencer, Sander Begeer, Brynn Thomas, Danielle Geno Kent, Maria Fusaro, et al. "Individualized Education Program (IEP) Team." In Encyclopedia of Autism Spectrum Disorders, 1574. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100712.

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Wilmshurst, Linda, and Alan W. Brue. "The Individualized Education Program (IEP) and the Importance of Teacher–Parent Collaboration." In The Complete Guide to Special Education, 183–94. Third edition. | New York, NY: Routledge, [2018] |: Routledge, 2018. http://dx.doi.org/10.4324/9781315111568-20.

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"Individualized Education Plan (IEP)." In Encyclopedia of the Sciences of Learning, 1535. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_4333.

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Fiore, Douglas J., and Julie Anne Fiore. "The Individualized Education Plan (IEP) Process." In Partners for Special Needs, 27–41. Routledge, 2017. http://dx.doi.org/10.4324/9781315229157-3.

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Agrati, Laura Sara. "DESIGN BASED ON ICF - The training courses for in-service teachers." In Advances in Education and Educational Trends Series, 76–88. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead07.

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The International Classification of Functioning, Disability and Health (ICF) allowed to adopt that new of 'functioning', which refers to bodily structures and functions, activity and participation and interaction between these and personal and environmental factors.The model is increasingly becoming the reference for the planning/organization of inclusive interventions, in Europe and in the Italian schools: it has been one of the main topics (l. 107/2015) in the last three-year Italian teacher training plan. The work presents procedures the early results of three professionaltraining courses evaluation (2017-2019). The courses involved 73in-service teachers and aimed to enhance the design skills of Individualized Education Plan (IEP) on ICF model. According to the Kirkpatrick Model,the evaluation has been conducted on the teachers’ ‘learnings’ and ‘transfer’ detected through pre-post test and a document analysis of the IEP. The study highlighted few linguistic and semantic difficulties and a better teachers’ sensitivity to the environmental component of the functioning. It offers some useful hints for the construction of a possible trans-national platform (as sharing of practices, data-base)about the training of school teachers on ICF bio-psychosocial model, as well as arguments regarding the tools for verifying the effectiveness of teachers training interventions.
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Brady, Kevin P., Charles J. Russo, Cynthia A. Dieterich, Allan G. Osborne, and Nicole D. Snyder. "The Individualized Education Program (IEP)." In Legal Issues in Special Education, 96–106. Routledge, 2019. http://dx.doi.org/10.4324/9780429451492-6.

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"Individualized Education Program (IEP) Team." In Encyclopedia of Autism Spectrum Disorders, 2438. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_300833.

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Simpson, Richard L., and Craig R. Fiedler. "Parent Participation in Individualized Educational Program (IEP) Conferences: A Case for Individualization." In The Second Handbook on Parent Education, 145–71. Elsevier, 1989. http://dx.doi.org/10.1016/b978-0-08-091820-4.50012-x.

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Sidhu, Shawn S. "EAHCA (Education for All Handicapped Children Act); IDEA (Individuals with Disabilities Education Act)." In Landmark Cases in Forensic Psychiatry, 81–83. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199344659.003.0014.

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Chapter 14 includes two cases involving the EAHCA, now called the Individuals with Disabilities Education Act (IDEA), that have heavily influenced the way public education is provided to schoolchildren with disabilities. Hendrick Hudson Board of Education v. Rowley helped to establish the requirements and limits of Individual Education Plans (IEP), a free academic service for any school child with a learning disability. Irving Independent School District v. Tatro, although specific to a child with spina bifida, helped to establish the medical care accommodations that a school must provide for a child with a physical disability.
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