Journal articles: '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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Hunt, Pam, Felicia Farron-Davis, Susan Beckstead, Deborah Curtis, and Lori Goetz. "Evaluating the Effects of Placement of Students with Severe Disabilities in General Education versus Special Classes." Journal of the Association for Persons with Severe Handicaps 19, no. 3 (September 1994): 200–214. http://dx.doi.org/10.1177/154079699401900308.

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This program evaluation study was designed to investigate the effects of the placement of students with severe disabilities in general education versus special education classes. Sixteen elementary education programs in California participated. Eight represented the “full inclusion” model of integration, and eight represented the special class model. Two students were selected from each program, with one of the students experiencing more disability and the other student experiencing less disability. A number of key program quality and student outcome variables were measured and, except for an analysis of the individualized education plans (IEPs) of participating students, all measures were based on observations of students in their school programs. The data were analyzed within disability levels. The results indicated that there were differences for the students who were fully included and those who attended special education programs on measures of IEP quality and in the emphasis given to various curricular areas addressed by the educational objectives. In addition, there were differences in their levels of engagement in the activities of the school day, the type of activities in which they were engaged, the type and level of participation in integrated school environments, and the degree to which they initiated and engaged in social interactions with peers and adults.

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Visconti, Annette, Theodore Gaeta, Michael Cabezon, William Briggs, and Matthew Pyle. "Focused Board Intervention (FBI): A Remediation Program for Written Board Preparation and the Medical Knowledge Core Competency." Journal of Graduate Medical Education 5, no. 3 (September 1, 2013): 464–67. http://dx.doi.org/10.4300/jgme-d-12-00229.1.

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Abstract Background Residents deemed at risk for low performance on standardized examinations require focused attention and remediation. Objective To determine whether a remediation program for residents identified as at risk for failure on the Emergency Medicine (EM) Written Board Examination is associated with improved outcomes. Intervention All residents in 8 classes of an EM 1–3 program were assessed using the In-Training Examination. Residents enrolled in the Focused Board Intervention (FBI) remediation program based on an absolute score on the EM 3 examination of <70% or a score more than 1 SD below the national mean on the EM 1 or 2 examination. Individualized education plans (IEPs) were created for residents in the FBI program, combining self-study audio review lectures with short-answer examinations. The association between first-time pass rate for the American Board of Emergency Medicine (ABEM) Written Qualifying Examination (WQE) and completion of all IEPs was examined using the χ2 test. Results Of the 64 residents graduating and sitting for the ABEM examination between 2000 and 2008, 26 (41%) were eligible for the program. Of these, 10 (38%) residents were compliant and had a first-time pass rate of 100%. The control group (12 residents who matched criteria but graduated before the FBI program was in place and 4 who were enrolled but failed to complete the program) had a 44% pass rate (7 of 16), which was significantly lower (χ2 = 8.6, P = .003). Conclusions The probability of passing the ABEM WQE on the first attempt was improved through the completion of a structured IEP.

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Cavendish, Wendy, David J. Connor, and Eva Rediker. "Engaging Students and Parents in Transition-Focused Individualized Education Programs." Intervention in School and Clinic 52, no. 4 (August 11, 2016): 228–35. http://dx.doi.org/10.1177/1053451216659469.

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The reauthorizations of the Individuals With Disabilities Education Act emphasize that students and parents are to be considered equal partners in the individualized education program (IEP) process. This article addresses how to move from compliance with the law to facilitating meaningful involvement of high school students and their parents in IEP and transition planning. This article offers recommendations of an effective way to facilitate student-led IEP meetings. These three phases of IEP can support teachers’ roles in facilitating student and parent involvement in student-led IEP meetings. This article provides a model of how best practices in pre-IEP, IEP, and post-IEP meeting protocols can be implemented and outlines practices for developing reciprocal relationships with students and parents to facilitate meaningful involvement in educational planning.

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Shriner, James G., and Lizanne Destefano. "Participation and Accommodation in State Assessment: The Role of Individualized Education Programs." Exceptional Children 69, no. 2 (January 2003): 147–61. http://dx.doi.org/10.1177/001440290306900202.

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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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Ryan, Lynne B., and Chauncy N. Rucker. "Computerized vs. Noncomputerized Individualized Education Programs: Teachers' Attitudes, Time, and Cost." Journal of Special Education Technology 8, no. 1 (June 1986): 5–12. http://dx.doi.org/10.1177/016264348600800102.

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The purpose of this study was to investigate the difference between school districts using computerized and noncomputerized Individualized Education Programs (IEPs) on the attitudes of teachers towards IEPs, the time spent by teachers writing and preparing IEPs, and the cost per IEP. Teachers from twelve randomly selected districts in Massachusetts were involved in the study. Analysis of the data indicated that teachers in districts using computerized IEP systems spent less time writing IEPs and had a more favorable attitude toward the IEP for instructional planning than did teachers using noncomputerized IEP systems. In addition, the cost per IEP for computerized districts was less than the cost for noncomputerized districts. Implications of these results and areas in need of further investigation are discussed.

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Bağlama, Başak, Mukaddes Sakallı Demirok, and Gönül Akçamete. "SPECIAL EDUCATION TEACHERS’ ATTITUDES TOWARDS DEVELOPING INDIVIDUALIZED EDUCATION PROGRAMS AND CHALLENGES IN THIS PROCESS." Near East University Online Journal of Education 2, no. 1 (July 1, 2019): 48–58. http://dx.doi.org/10.32955/neuje.v2i1.136.

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Individualized education programs (IEP) are special education programs which is prepared for achieving targetted goals for individuals with special needs based on their developmental characteristics, educational performances and needs and includes support educational services for them. It is really important to prepare IEP’s based on the current performance level and needs of the individuals with special needs. Accordingly, it is considered that attitudes of special education teachers towards IEP development process and challenges that they experience in this process are important in terms of the effectiveness of IEP’s within the scope of this research. Therefore, aim of the present study is to determine the attitudes of teachers working at special education centers in Turkish Republic of Northern Cyprus (TRNC) and challenges that teachers experience during this process. A total number of 65 teachers working at special education centers in TRNC participated in this study. “Attitudes towards the IEP Development Process Scale” and “Challenges faced during IEP Development Process Scale” were used to collect the data of the study. Results have been discussed with the relevant findings from literature and conclusions and recommendations have been provided for further research and special education legislation and practices implemented in TRNC. Keywords: individualized education programs (IEP), IEP development process, attitudes, challenges, special education teachers

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Barrio, Brenda L., Darcy Miller, Yun-Ju Hsiao, Michael Dunn, Sara Petersen, Aleksandra Hollingshead, and Susan Banks. "Designing Culturally Responsive and Relevant Individualized Educational Programs." Intervention in School and Clinic 53, no. 2 (February 1, 2017): 114–19. http://dx.doi.org/10.1177/1053451217693364.

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Developing culturally responsive and relevant individualized educational programs (IEP) is becoming increasingly more important as the student population becomes more diverse. Current supports available for IEP teams primarily address the technical aspects of the IEP (e.g., writing goals that are measurable) but offer little assistance in designing culturally responsive and relevant IEPs. This article provides a tool and process for integrating culturally responsive and relevant aspects into the IEP document and process. The Culturally Responsive and Relevant IEP Builder (CRRIB) was developed to guide IEP teams through this process and could be used to conduct assessments, evaluate current practices, and guide the development of interventions, strategies, and supports for students. The CRRIB helps maintain the team’s focus on enhancing the student’s cultural competence, incorporating the student’s prior experiences, and valuing the family’s frame of reference. A sample of the CRRIB with student information is included.

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Rovik, Rovik. "Individualized Education Program (IEP) Mata Pelajaran Kimia untuk Siswa Slow Learner." INKLUSI 4, no. 1 (June 15, 2017): 93. http://dx.doi.org/10.14421/ijds.040105.

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The implementation of inclusive education is one of the government's efforts to providing quality education for all levels of society. However, to date, inclusive education is not working correctly, students with special needs must adapt to learning tailored to their abilities, interests and talents (integration education). As a result, they can not achieve learning objectives, and the worst thing is they will stay class or drop out. A slow learner is one type of disability who received less attention because of its vagueness, so their existence is difficult to identify. IEP (Individualized Education Program) for slow learners can help them achieve progress. Index of inclusion in this research was used to determine the extent of successes of inclusive schools in implementing inclusive education, while the assessment was done to determine the capabilities and needs of the learners.[Siswa slow learner menempati populasi tertinggi untuk siswa berkebutuhan khusus. Sebagai salah satu jenis learning disability, slow learner masih dapat belajar dengan teman sebayanya asalkan guru mempersiapkan program pembelajaran khusus yang telah dimodifikasi dari pembelajaran reguler. Program ini disebut Individualized Education Program (IEP). Penelitian ini mencoba mengembangkan IEP mata pelajaran kimia untuk slow learner, mengidentifikasi komponen yang dibutuhkan dalam menyusun IEP untuk slow learner, dan menganalisis judgement reviewers (guru kimia dan guru pendamping khusus) dan peer reviewers terhadap IEP yang dikembangkan. Hasil penelitian menunjukkan slow learner membutuhkan IEP sebagai dokumen utama panduan guru dalam pembelajaran kimia di kelas. Komponen pengembangan IEP meliputi identitas peserta didik, tim pengembangan dan pelaksana, asesmen yang pernah dilakukan, hambatan dan kekuatan, kebutuhan dan perlakuan, faktor pendukung dan penghambat, rencana perlakuan, dan modifikasi terhadap perangkat pembelajaran kimia reguler]

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Slade, Nicole, Abbey Eisenhower, Alice S. Carter, and Jan Blacher. "Satisfaction With Individualized Education Programs Among Parents of Young Children With ASD." Exceptional Children 84, no. 3 (December 8, 2017): 242–60. http://dx.doi.org/10.1177/0014402917742923.

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We examined parents’ satisfaction with multiple aspects of their children’s individualized education programs (IEPs). Parents ( n = 142) raising children ages 4 to 8 years old with autism spectrum disorder (ASD) reported their satisfaction with four aspects of their children’s IEPs: (a) content of the IEP document, (b) services provided, (c) perceived level of agreement between the IEP document and the services actually provided, and (d) effectiveness of the IEP team. For each domain, just over half of families reported moderate to high satisfaction, whereas 61% of parents were dissatisfied with at least one of the four facets. Overall IEP satisfaction was positively associated with parent–school connectedness and family financial resources but was unrelated to child characteristics. Contrary to expectation, IEP satisfaction was negatively associated with teachers’ years of experience. Findings demonstrate the importance of parent–school relationships and highlight socioeconomic disparities in special education satisfaction.

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Gruntorad, Shelby, Jasmin Searcy, and Radhika Peddinti. "Neurocognitive Testing in Pediatric Sickle Cell Disease: Full Scale IQ Assessment May Not be the Full Story." Blood 134, Supplement_1 (November 13, 2019): 4833. http://dx.doi.org/10.1182/blood-2019-129178.

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Introduction: Sickle Cell Disease (SCD) is a chronic, congenital hemoglobinopathy characterized by progressive multiorgan dysfunction (Vichinsky, ASH proceedings). The brain is one of the major organs affected by SCD. While it is known that neurocognitive defects can be seen even in the absence of overt stroke and silent cerebral infarcts, there are no specific guidelines for performing neurocognitive assessments on patients with SCD. We report our findings in 20 patients that received neurocognitive testing at our institution within the last 3 years Methods: Eligible participants were identified through the Chicago Sickle Cell Disease Research Group (CSCDRG) Registry in conjunction with the SCD medical team and pediatric psychologist. Enrolled subjects took part in child/caregiver interviews, caregiver questionnaires, and review of relevant medical and school records. Participants and caregivers completed a baseline neuropsychological evaluation, which included the Wechsler Intelligence Scale for Children (WISC). Questionnaires were also sent to participants' teachers. Medical chart review was used to collect information about genotype and relevant imaging. Results: Neurocognitive testing was performed on 20 pediatric patients ranging in age from 6 to 14 years of age. The majority of patients had sickle cell genotype Hgb SS (n=16, 80%). Five patients (25%) had an abnormal MRI prior to testing. Brain abnormalities included CVA (n=2), Moya Moya (n=2), and T2 signal intensity (n=4). Cohort average full scale IQ was 75. Average full-scale IQ scores did not differ between patients who had a known brain abnormality (75) and patients who did not have a known brain abnormality (76) prior to testing. Most of the patients (n=15, 75%) were in the grade appropriate for age but only about half of the patients had an Individualized Education Plan (IEP) at the school. Interestingly, we also found that prior to neurocognitive testing, only one patient had a known Diagnostic and Statistical Manual of Mental Disorders fifth edition (DSM-5) diagnosis. Following testing, we identified ten additional patients who met criteria for at least one DSM-5 diagnosis. DSM-5 diagnoses in pediatric patients fell under primarily three categories including Neurodevelopmental Disorders (i.e., Attention-Deficit Hyperactivity Disorder, Specific Learning Disability in Mathematics), Trauma and Stressor Related Disorders (i.e., Adjustment Disorder with depressed mood), and Disruptive, Impulse Control and Conduct Disorders (i.e., Oppositional Defiant Disorder). Conclusion: We have described the differences in a pediatric sickle cell patient population who underwent neurocognitive testing. Our cohort of children with sickle cell disease exhibit significant neurocognitive deficits even in the absence of overt imaging findings or clinical stroke. Our findings also suggest that patients with SCD are at a higher risk of clinically significant mental health disorders which, if left undiagnosed, have the potential to hinder scholastic and occupational achievement. Individualized educational plans and specific interventions and addressing learning disabilities will help improve academic performance. Furthermore, neurocognitive testing should be a part of routine evaluation in patients with sickle cell disease. Disclosures No relevant conflicts of interest to declare.

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Karkoska, Kristine Anne, Kenneth Haber, and Patrick T. McGann. "Academic Challenges and Concerns for Children with Sickle Cell Disease: Analysis of a Hospital-Based School Intervention Program." Blood 134, Supplement_1 (November 13, 2019): 2165. http://dx.doi.org/10.1182/blood-2019-128279.

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Introduction: Neurocognitive deficits are a well-known complication in patients with sickle cell disease (SCD) and are often associated with overt stroke and silent infarctions. However, cognitive deficits may be seen in patients even without apparent MRI findings as compared to non-affected controls. Studies have also shown the impact of socioeconomic status and parental education on school retention and cognition in patients with SCD. More specifically, rates of retention and special education service use through either an Individualized Education Plan (IEP, providing specialized education services) or 504 Plan (providing accommodations due to physical disability/medical diagnosis) are reported as high as 40%. However, these historical data have been limited to primarily adolescent patients. Thus, a more thorough analysis is needed to better determine the prevalence and types of academic challenges among children with sickle cell disease, particularly younger ages. Methods: The Cincinnati Children's Hospital Medical Center's Comprehensive Sickle Cell Clinic includes a school intervention program. This program includes 1-2 full time school teachers who engage directly with patients, parents, and school staff to ensure the provision of adequate school-based services and to address specific challenges or concerns. Children with SCD are referred to the school interventionist by the clinical team (including both medical and psychosocial providers) for any school-related concern. The interventionist completes the Brief School Needs Inventory (BSNI), a thirty-item tool that determines a patient's educational risk based on academic and psychosocial history and parental responses. The BSNI provides a numeric score from 0-20 and a categorical risk of 1 (low risk) to 3 (high risk). In this retrospective review, the BSNI for all patients with SCD completed during the 2018-2019 school year were reviewed. The prevalence of the receipt of special education services (SES), grade retention, neuropsychological testing, and number of school absences were captured. Basic demographic and disease-related data, including zip code, patients' disease history, use of disease-modifying therapy, and any notable brain MRI findings were also recorded. Median household income was extrapolated from the zip codes based on 2017 US Census Bureau reporting (the most recently published year). Results: A total of 78 patients (58 HbSS, 17 HbSC, 3 HbS/β+-thalassemia) completed the BSNI for the 2018-19 academic year; an additional 15 children were also referred but did not complete the evaluation. Nearly all (95%) of patients with HbSS were receiving disease-modifying therapy (hydroxyurea or transfusions); 41% of patients with MRIs showed abnormal findings. Median age was 9 years (range 14 months - 19 years, preschool - post-secondary education). Nineteen percent of patients lived in a zip code with a median household income below the federal poverty level ($25,750). The mean BSNI score was 7.6±5.5; 27 patients were deemed low risk, 32 moderate risk, and 19 high academic risk by the BSNI (Table 1). A majority (50%) of parents responded with concerns both with obtaining support/accommodations for their child and explaining their child's medical needs to the school. Of 59 recorded, 24% of patients had had at least 16 absences in the prior year. Despite the diagnosis of SCD for all patients, only 21% had established 504 medical plans. Academic concerns were common with 20% of referred children reporting an IEP, 14% of patients with a history of grade retention, and an additional 10% with concerns for possible retention. Conclusion: The prevalence of academic difficulties and challenges is high amongst patients with SCD even in the elementary to middle school years, with rates of grade retention ~20% as compared to the national average of <2-6%. Parents of children with SCD report their greatest concerns as obtaining accommodations for their child and explaining their child's medical needs to school personnel. Most parents and schools are inadequately prepared or resourced to identify and address academic and medical needs in the school-based setting, resulting in persistent academic struggles for many children with SCD. A school intervention program is a feasible way to facilitate interaction between parents and schools to optimize educational experiences and outcomes. Disclosures No relevant conflicts of interest to declare.

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İlik, Ş. Şenay, and Rukiye Konuk Er. "Evaluating Parent Participation in Individualized Education Programs by Opinions of Parents and Teachers." Journal of Education and Training Studies 7, no. 2 (January 3, 2019): 76. http://dx.doi.org/10.11114/jets.v7i2.3936.

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All individuals who are responsible for the education of learners with special needs must actively participate in Individualized Education Programs (IEP). Moreover, IEP is a common ground encouraging educators and parents to work together on an education plan. This study aims to evaluate the opinions of both parents and teachers regarding parent participation in IEP. The qualitative approach was used in this study. To profoundly examine the opinions of parents and special education teachers and to make them explain it in their own words, descriptive survey model, one of the qualitative research methods, was used. Descriptive survey model enables to organize data according to the themes put forward by the research questions and to present it by considering questions and dimensions. The purposive sampling method was used in this study to obtain more detailed information regarding the opinions of special education teachers and parents with children with special needs about the preparation and implementation process of IEP. 22 teachers and 25 parents participated in the study. Data were analyzed through content analysis. It was found that most of the parents do not know anything about IEP. It was also found that parents are not involved in the IEP process and they are not invited by the school/institution. As for the opinions of teachers, it was found that they have some problems about getting the parents to involve in the IEP process. It was seen that teachers are lack of knowledge regarding how to include parents in the IEP process.

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Sherifi, Edo. "Therapies and Treatment for Children with Autism Spectrum Disorder: (Case Study)." Mediterranean Journal of Social Sciences 9, no. 6 (November 1, 2018): 157–64. http://dx.doi.org/10.2478/mjss-2018-0171.

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Abstract Autism Spectrum Disorder (ASD) is a pervasive neurodevelopmental disorder characterized by impairments in social communication and restricted, repetitive patterns of behavior, interests or activities (American Psychiatric Association, 1994) (APA). Case Study of autistic child D.S. treated with (IEP) program and therapeutic methods. Direct observation of the vertical grid with the child treated with (IEP) program and professional techniques was used for the realization of the study, semi-structured interviews with actors and factors that have access to autistic children. Focus group with field specialists who create a multidisciplinary team. Child testing with the SON-R test proved that the age of the trained child increased 4 years. The non-exercising child's mental age increased only 7 months (2.5-3.2) years. Achievements of an autistic child treated with the Individualized Education Program, (IEP-1+IEP-2+IEP- 3 in the spheres exercised: The child has made progress in the psychomotor skills (learning). Results: (IEP-1-15%); (IEP-2-45%); (IEP-3-80%). Linguistic skills has not progressed, because it has serious brain damage in the part of communicative ability; the results in this sphere are: IEP-1-0%; IEP-2-5%; IEP-3-10%. The achievements of the child in the social sphere are: IEP-1-35%; IEP-2-45%; IEP-3-75%. Psychological treatment of autistic child with Individualized Education Program (IEP) and therapeutic methods resulted in success story.

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Mueller, Tracy Gershwin, Aimee Massafra, Jason Robinson, and Lori Peterson. "Simulated Individualized Education Program Meetings: Valuable Pedagogy Within a Preservice Special Educator Program." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 3 (July 19, 2018): 209–26. http://dx.doi.org/10.1177/0888406418788920.

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Research about Individualized Education Program (IEP) meeting outcomes indicates special educators are unprepared and uncertain about practices designed to encourage meaningful IEP team participation. In response to these challenges, we crafted a simulated IEP (SIEP) project for preservice special education teachers as part of their licensure program. Using research-based simulation guidelines, preservice special education teachers were required to prepare, participate, and debrief with IEP team member volunteers and professors about the process. To evaluate the social validity of the SIEP project, we conducted qualitative interviews with 60 graduates of the program. Findings revealed five major themes that highlight value in the experience, including (a) valuable preparation for the future, (b) practical application of educational theory, (c) a safe space to learn and make mistakes, (d) real-world practice collaborating as a team, and (e) an opportunity to gain meaningful feedback. Following the presentation of themes, we discuss implications for practice and future research.

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Wilson, Gloria Lodato, Craig A. Michaels, and Howard Margolis. "Form versus Function: Using Technology to Develop Individualized Education Programs for Students with Disabilities." Journal of Special Education Technology 20, no. 2 (March 2005): 37–46. http://dx.doi.org/10.1177/016264340502000204.

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This article discusses the use of IEP software applications from the perspectives of form (i.e., legally correct documents) and function (i.e., educationally appropriate individualized programs). The article provides an overview of the basic components of two fairly comprehensive IEP software programs and discusses the general strengths and weaknesses of IEP software. Suggestions and strategies are offered to help educators become involved in software evaluation and purchasing decisions. Lastly, we offer some optimistic yet cautionary notes about the form versus function aspects of using software to develop IEPs.

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Van Reusen, Anthony K., and Candace S. Bos. "Facilitating Student Participation in Individualized Education Programs through Motivation Strategy Instruction." Exceptional Children 60, no. 5 (March 1994): 466–75. http://dx.doi.org/10.1177/001440299406000510.

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Public Law 101–467, the Individuals with Disabilities Education Act of 1990, specifies that students with disabilities, especially secondary-level students, should have an opportunity to participate in IEP conferences. This study investigated the effectiveness of strategy instruction designed to foster students' active participation in IEP conferences. High school students with learning disabilities and their parents participated in either strategy instruction or an orientation lecture/discussion. Results indicate that strategy-instructed students identified more goals and communicated more effectively during their conferences than did the contrast students.

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Siron, Yubaedi. "PAUD Inklusif: Efikasi Diri dan Tingkat Literasi Guru Memengaruhi Kemampuan Merancang Individualized Education Program (IEP)?" AL-ATHFAL : JURNAL PENDIDIKAN ANAK 6, no. 1 (June 25, 2020): 1–14. http://dx.doi.org/10.14421/al-athfal.2020.61-01.

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The ability to create an Individualized Education Program (IEP) for inclusive Early Childhood Education (ECE) teachers is a matter that needs to be further studied. At present, there are still many teachers who still need to be prepared with sufficient knowledge to create a proper IEP. The ability to create an ideal IEP can be useful for teachers in the implementation of an ideal inclusive ECE. An ideal inclusive ECE can serve as an indicator of the quality of education of a nation. The objective of this research is to analyze the effect of teacher's self-efficacy and teacher's literacy on Education for Children with Special Needs on the ability to design an IEP. The study uses a path analysis involving 50 ECE teachers from 50 different schools in East Jakarta. This study applied a simple random sampling technique to involve teachers. The results of this study revealed: 1) There was no direct effect on teacher self-efficacy towards the ability to design an IEP; 2) There was a direct effect on teacher literacy towards the ability to make an IEP; 3) There was no direct effect on teacher's self-efficacy towards the teacher's literacy on Education for Children with Special Needs.

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Royer, David J. "My IEP: A Student-Directed Individualized Education Program Model." Exceptionality 25, no. 4 (October 19, 2016): 235–52. http://dx.doi.org/10.1080/09362835.2016.1216850.

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Rozalski, Michael, Mitchell L. Yell, and Jacob Warner. "Free Appropriate Public Education, the U.S. Supreme Court, and Developing and Implementing Individualized Education Programs." Laws 10, no. 2 (May 17, 2021): 38. http://dx.doi.org/10.3390/laws10020038.

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In 1975, the Education for All Handicapped Children Act (renamed the Individuals with Disabilities Education Act in 1990) established the essential obligation of special education law, which is to develop a student’s individualized special education program that enables them to receive a free appropriate public education (FAPE). FAPE was defined in the federal law as special education and related services that: (a) are provided at public expense, (b) meet the standards of the state education agency, (c) include preschool, elementary, or secondary education, and (d) are provided in conformity with a student’s individualized education program (IEP). Thus, the IEP is the blueprint of an individual student’s FAPE. The importance of FAPE has been shown in the number of disputes that have arisen over the issue. In fact 85% to 90% of all special education litigation involves disagreements over the FAPE that students receive. FAPE issues boil down to the process and content of a student’s IEP. In this article, we differentiate procedural (process) and substantive (content) violations and provide specific guidance on how to avoid both process and content errors when drafting and implementing students’ IEPs.

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Kurth, Jennifer A., Elissa Lockman-Turner, Kathryn Burke, and Andrea L. Ruppar. "Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs." Intellectual and Developmental Disabilities 59, no. 4 (July 20, 2021): 283–94. http://dx.doi.org/10.1352/1934-9556-59.4.283.

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Abstract Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s–1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications for ensuring individualization and goals reflecting skills needed for the 21st century.

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Draper, Ellary A. "Individual Education Programs: What Music Teachers Need to Know When Working With Students With Disabilities." General Music Today 33, no. 3 (February 1, 2020): 42–45. http://dx.doi.org/10.1177/1048371320902754.

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Since the original passing of the Individuals with Disabilities Education Act in 1975, students with disabilities are required to have services that are individualized to meet their needs as documented in their Individual Education Program, or IEP. These documents can often be long and determining the implications for students in music classrooms can be difficult. This article details the history of Individuals with Disabilities Education Act, what is required to be included in the IEP, and what music teachers need to know to be able to apply goals, adaptions, and individualized instruction from students’ IEPs in music classrooms.

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Mueller, Tracy Gershwin, and Anna Moriarity Vick. "An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 1 (November 8, 2017): 67–81. http://dx.doi.org/10.1177/0888406417739677.

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There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family–professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their experiences with the process. Findings reveal five meeting procedures that encourage active team planning, collaboration, and problem solving between families and professionals, including premeeting with families, establishing and following a meeting agenda, using meeting norms, utilizing a parking lot for off-topic issues, and visual charting for graphic support during team discussion and problem solving. In this article, the authors present the implications of these procedural practices as a promising structure for IEP meetings that can be used by professionals to collaborate and involve families throughout the IEP meeting process. Implications for future research are also discussed.

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Kim, Youngjun, and Kyungsook Kang. "Development of the Individualized Lifelong Education Plan Component for the Disabled: Individualized Education Plan and Individualized Transition Plan Linkage Based of Special Education." Journal of Humanities and Social sciences 21 11, no. 1 (February 28, 2020): 73–88. http://dx.doi.org/10.22143/hss21.11.1.6.

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Erlbaum, Sheila Judith. "A Comprehensive PEL-IEP Speech Curriculum Overview and Related Carryover and Summary Forms Designed for Speech Therapy Services for the Hearing-Impaired." Language, Speech, and Hearing Services in Schools 21, no. 4 (October 1990): 196–204. http://dx.doi.org/10.1044/0161-1461.2104.196.

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In order to provide appropriate and individualized speech-language-communication skills therapy for deaf and hearing-impaired students, Present Education Levels (PEL) and Individualized Education Programs (IEP) must be developed. This article describes a combined PEL-IEP format which also serves as a curriculum overview for speech-language-communication skills for deaf and hearing-impaired students. Additional information on carryover procedures, parent/teacher contact, and report card format is also presented. Originally designed for preschool students in a school for the deaf, this material can be adapted for use with other populations, age groups, and in a variety of educational and therapeutic settings.

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Kurth, Jennifer A., Jessica A. McQueston, Andrea L. Ruppar, Samantha Gross Toews, Russell Johnston, and Katie M. McCabe. "A Description of Parent Input in IEP Development Through Analysis IEP Documents." Intellectual and Developmental Disabilities 57, no. 6 (December 1, 2019): 485–98. http://dx.doi.org/10.1352/1934-9556-57.6.485.

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Abstract Parent input in individualized education program (IEP) development is the clear expectation in U.S. education law. Every IEP team must include parents, and their input must be equally considered when developing IEPs. The present study used content analysis of 88 IEPs of students with intellectual and developmental disabilities to explore team membership, concerns parents raised during IEP meetings, and evidence that parent concerns and priorities are reflected in IEP goals and supplementary aids and services. Findings reveal that although parents express a range of concerns and priorities, these are translated into goals or services only two thirds of the time. We provide implications of these findings for research and practice.

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Milsom, Amy, Gary Goodnough, and Patrick Akos. "School Counselor Contributions to the Individualized Education Program (IEP) Process." Preventing School Failure: Alternative Education for Children and Youth 52, no. 1 (September 2007): 19–24. http://dx.doi.org/10.3200/psfl.52.1.19-24.

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Beck, Stephenson J., and Keri DeSutter. "An Examination of Group Facilitator Challenges and Problem-Solving Techniques During IEP Team Meetings." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 2 (April 4, 2019): 127–43. http://dx.doi.org/10.1177/0888406419839766.

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Special education professionals serve as facilitators of Individualized Education Plan (IEP) team meetings. As special educators serve on many IEP teams during the course of an academic year, and as the member composition for each team varies, facilitators are confronted with a unique set of challenges to managing successful meetings. In this study, the authors investigate the specific types of problems and facilitator techniques occurring in IEP meetings. Findings suggest that facilitation issues and techniques are varied across special education professionals. In addition, facilitator training is needed to review and introduce facilitation techniques that may improve meeting member contributions.

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Etscheidt, Susan. "An Analysis of Legal Hearings and Cases Related to Individualized Education Programs for Children with Autism." Research and Practice for Persons with Severe Disabilities 28, no. 2 (June 2003): 51–69. http://dx.doi.org/10.2511/rpsd.28.2.51.

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Developing appropriate programs for students with autism has been an increasingly complex task for parents, schools, and other stakeholders. Parents of students with autism have challenged the appropriateness of proposed school district programs, and these disputes represent the fastest growing and most expensive area of litigation in special education. In this article, 68 hearings and cases were reviewed. The article discusses the outcomes of administrative and judicial decisions related to appropriate programs for children with autism. Three primary factors were identified: Individualized education program (IEP) goals must be matched to evaluation data, IEP team members must be qualified to develop programs, and the methodology selected must be able to assist the students in achieving identified IEP goals. Implications for school teams are discussed.

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Steere, Daniel, and Caroline DiPipi-Hoy. "Coordination in Transition Planning: The IEP/IPE Interface." Journal of Applied Rehabilitation Counseling 44, no. 1 (March 1, 2013): 4–11. http://dx.doi.org/10.1891/0047-2220.44.1.4.

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Effective planning for the transition of students with disabilities from school to adulthood requires coordination and collaboration among special education personnel, families, students, and adult service agency representatives. The state vocational rehabilitation agency is among the most important adult service entities that collaborate with schools for planning purposes. The special education and vocational rehabilitation systems, however, have different planning documents to guide service delivery. This article addresses the connection between the transition Individualized Education Program (IEP) and the Individualized Plan for Employment (IPE). The components of each planning document and how they should interfacefor students in transition are reviewed. In addition, the role of the Summary of Performance (SOP) document as a connection between the IEP and IPE is discussed. Finally, challenges to effective coordination between these planning documents are addressed.

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Brown, Lou, Elise Long, Alice Udvari-Solner, Patrick Schwarz, Pat VanDeventer, Charlotte Ahlgren, Fran Johnson, Lee Gruenewald, and Jack Jorgensen. "Should Students with Severe Intellectual Disabilities Be Based in Regular or in Special Education Classrooms in Home Schools?" Journal of the Association for Persons with Severe Handicaps 14, no. 1 (March 1989): 8–12. http://dx.doi.org/10.1177/154079698901400102.

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All students with severe intellectual disabilities should attend the schools they would attend if they were not disabled; that is, their home schools. In a home school, each student must have an individualized educational program (IEP) that requires individualized instruction in chronological age-appropriate regular education classrooms; individual instruction on school grounds, but not in regular education classrooms; and individualized instruction in a wide variety of integrated nonschool environments that will actually be used during nonschool days and hours. The resources necessary to develop, maintain, and enhance an array of social relationships with nondisabled peers and others over long periods of time and individually appropriate therapy services are also considered critical components of each IEP. The focus here is whether students with severe intellectual disabilities should be based in special education classrooms or in chronological age-appropriate regular education classrooms in home schools. Ten challenging issues related to these two options are addressed.

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Zirkel, Perry A., and Allyse Hetrick. "Which Procedural Parts of the IEP Process Are the Most Judicially Vulnerable?" Exceptional Children 83, no. 2 (July 28, 2016): 219–35. http://dx.doi.org/10.1177/0014402916651849.

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To provide a missing piece to the legal foundation of professional development and practice for the individualized education program (IEP) process, the authors report the results of a comprehensive systematic analysis of court decisions specific to IEP-related procedural violations after the 2004 amendments of the Individuals With Disabilities Education Act. Research questions focused on the frequency and outcomes of alleged procedural violations in the following categories: (a) IEP components, (b) IEP team, (c) parent participation, and (d) IEP development. Procedural violations in the parent participation category were the most frequently adjudicated; the outcomes ratio in court averaged approximately 3:1 in favor of school districts for cases across all four categories. Implications for practice include reconsideration of current policies and practices to whatever extent that they were based on case law rather than proactive priorities, per the lack of differentiation in prevailing publications and presentations in special education.

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Snyder, Edward P. "Teaching Students with Combined Behavioral Disorders and Mental Retardation to Lead Their Own IEP Meetings." Behavioral Disorders 27, no. 4 (August 2002): 340–57. http://dx.doi.org/10.1177/019874290202700411.

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For students with combined cognitive limitations and behavioral disorders (BD), postschool outcomes are poor; their lives are marked by a lack of independence and empowerment. A major goal of special education is to develop successful models to promote individual independence and empowerment for students. The individualized education program (IEP) planning meeting provides opportunities for students to develop critical skills for self-management, self-advocacy, goal setting, and choice making. This research extended the work of Snyder and Shapiro (1997) and examined the effectiveness of teaching adolescent students with mental retardation and BD to lead their own IEP meetings. Five students learned to (a) introduce others at their IEP meetings, (b) review their past IEP goals, (c) discuss their future IEP goals, and (d) close their meetings. The students rated the instruction as acceptable. Implications and limitations of the investigation are discussed.

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Park, Chanwoo, and Sunghyun Bae. "Development of Indicators for Individualized Education Plan(IEP) Components: Delphi Survey." Korean Journal of Special Education 55, no. 2 (September 30, 2020): 187–216. http://dx.doi.org/10.15861/kjse.2020.55.2.187.

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Secord, Wayne, and Elisabeth Wiig. "The Power of Collaborative Thinking in Individualized Education Program (IEP) Planning." NSSLHA Journal 20 (November 1992): 43–53. http://dx.doi.org/10.1044/nsshla_20_43.

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Pretti-Frontczak, Kristie, and Diane Bricker. "Enhancing the Quality of Individualized Education Plan (IEP) Goals and Objectives." Journal of Early Intervention 23, no. 2 (April 2000): 92–105. http://dx.doi.org/10.1177/105381510002300204.

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Musyoka, Millicent M., and M. Diane Clark. "Teachers’ Perceptions of Individualized Education Program (IEP) Goals and Related Services." Journal of Developmental and Physical Disabilities 29, no. 1 (November 28, 2015): 5–23. http://dx.doi.org/10.1007/s10882-015-9462-0.

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Smith, Carl R. "Behavioral and Discipline Provisions of IDEA '97: Implicit Competencies Yet to Be Confirmed." Exceptional Children 66, no. 3 (April 2000): 403–12. http://dx.doi.org/10.1177/001440290006600310.

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This article explores the status of implementation of the behavioral and discipline requirements of the Individuals with Disabilities Education Act of 1997. Data are presented from complaints, hearings, and court decisions related to the areas of functional behavioral assessments, manifestation determinations, individualized education program (IEP) behavioral planning, behavioral intervention programs, and alternative educational settings. The overall discrepancy between competency expectations for IEP teams and current performance appears significant at this time. Implications of this performance discrepancy are discussed.

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Shannon, Robin Adair, and Catherine Falusi Yonkaitis. "The Role of the School Nurse in the Special Education Process: Part 2: Eligibility Determination and the Individualized Education Program." NASN School Nurse 32, no. 4 (May 26, 2017): 249–54. http://dx.doi.org/10.1177/1942602x17709505.

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This is the second of two articles outlining the professional school nurse’s role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse’s role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlights the school nurse’s vital and unique contribution to the subsequent special education steps of eligibility determination, IEP development, and special education services placement and minutes.

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Schriner, Kay Fletcher, James L. Bellini, and Ed R. Williams. "Implementing IDEA: IEP Meetings in Demonstration and Nondemonstration Sites in a Rural Systems Change State." Rural Special Education Quarterly 14, no. 3 (September 1995): 36–42. http://dx.doi.org/10.1177/875687059501400308.

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To promote the effective implementation of transition policy, Congress has made funds available for state systems change projects. Many of the states receiving systems change funds employ a demonstration site strategy. In this study, preliminary data are presented, which compare individualized education program (IEP) development in three demonstration and three nondemonstration sites. In demonstration sites, there were significantly more (a) individuals attending IEP meetings, (b) service options included on the IEP, and (c) best practice elements included in the IEP. There were no apparent differences in questions of authority and participation by those attending. These results suggest the demonstration site strategy employed by systems change projects may have utility in ensuring the implementation of transition policy.

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Rudebusch, Judy. "From Common Core State Standards to Standards-Based IEPs: A Brief Tutorial." Perspectives on School-Based Issues 13, no. 1 (March 2012): 17–24. http://dx.doi.org/10.1044/sbi13.1.17.

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Abstract Clinicians can use the Common Core State Standards (2010) along with requirements in the Individuals with Disabilities Education Improvement Act (IDEA, 2004) to create conditions that support standards-based goals and objectives in a student's individualized education program (IEP). The IEP is the blueprint for speech-language pathology services provided to and on behalf of students with disabilities that allow them to participate in and make progress in the general curriculum (American Speech-Language-Hearing Association [ASHA], 2007). The IEP is written to meet the unique needs of the individual child and to delineate the specially designed instruction the child needs to make progress in meeting grade level or course standards. School-based speech-language pathologists are important IEP team members as educators move into a system that uses IEP development as a problem-solving tool rather than a listing of skills that will be taught to the student with disabilities.

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

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