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IEPs: Guide to Writing Individualized Education Programs, 4th edition

Published by Pearson (October 21, 2020) © 2022

  • Gordon Gibb Brigham Young University
  • Tina M. Taylor

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For anyone involved in the special education of students with disabilities, including teacher candidates, in-service educators, parents and other team members.

A step-by-step guide to writing quality individualized education programs (IEPs)

IEPs includes step-by-step instructions backed by examples, practice and feedback. It helps users gain critical skills needed to write legally accurate IEPs. This guide can be used for whole group instruction, out-of-class assignments or independent study.

The 4th Edition aligns with the requirements of the Every Student Succeeds Act. It features new cases, sample IEPs and more.

Hallmark features of this title

  • This guide is written and structured in accordance with federal law and regulations.
  • The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 is presented in easy-to-understand language.
  • The individualized education plan (IEP) is presented in 7 manageable steps that break down the creation process to help users create quality IEPs as applied to handwritten, computerized or online IEP programs.
  • My Mentor gives readers clarification at key places in the IEP process. My Mentor provides comments, suggestions and directions for each step.
  • Coverage of Response to Intervention (RTI) and Multi-Tiered Systems of Supports (MTSS) explains the role of RTI and MTSS in addressing general classroom needs.

New and updated features of this title

  • NEW: New cases and sample IEPs for 4 students with varying disabilities, ages and family circumstances, including transition planning, provide contemporary examples to model.
  • NEW: Alignment with the requirements of the Every Student Succeeds Act throughout the book keeps content up to date with following IEP legal requirements.
  • UPDATED: Step 1 includes further modeling and guidance for writing present levels of academic achievement and functional performance (PLAAFP) statements.
  • UPDATED: Step 2 now includes a discussion of the impact of the Endrew F. v. Douglas County School District Supreme Court decision.
  • UPDATED: Step 3 contains an expanded section on measuring progress toward IEP goals with examples.
  • UPDATED: Step 4 includes additional detail about how to discuss and address least restrictive environment in IEP meetings.
  • UPDATED: Step 7 features improved and expanded content on transition planning.
  • Introduction: Special Education and the Individualized Education Program
  • Meet Our Students
  • STEP 1. Describe the Student's Present Levels of Academic Achievement and Functional Performance
  • STEP 2. Write Measurable Annual Goals
  • STEP 3. Measure and Report Student Progress
  • STEP 4. State the Services Needed to Achieve Annual Goals
  • STEP 5. Explain the Extent, if Any, to Which the Student Will Not Participate with Nondisabled Students in the Regular Class and in Extracurricular and Other Nonacademic Activities
  • STEP 6. Explain Accommodations Necessary to Measure Academic Achievement and Functional Performance on State- and District-Wide Assessments
  • STEP 7. Complete a Transition Plan for Students Aged 16 and Older
  • Appendix: Answers to Exercises

About our authors

Gordon S. Gibb, PhD, taught students with disabilities in the public schools for 16 years prior to his appointment at Brigham Young University in 1995. Dr. Gibb prepared teacher candidates to work with students with mild/moderate disabilities and conducted instructional improvement activities in schools and college. His research centers on cultural models for understanding disability and on effective instruction for individuals with disabilities at several levels. Dr. Gibb likes teaching, woodworking, family history, grandchildren and the outdoors. He retired in 2019.

Tina Taylor, EdD, is a professor and associate dean in the McKay School of Education at Brigham Young University. Dr. Taylor has worked with individuals with significant disabilities and their families for over 30 years as a special educator and professor. Her service and research interests include adaptation of families raising children with disabilities, children's literature that characterizes individuals with disabilities and provision of appropriate services to individuals with disabilities. Dr. Taylor enjoys spending time with family, playing sports, traveling and reading.

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