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IEPs: Guide to Writing Individualized Education Programs, 3rd edition

Published by Pearson (January 13, 2015) © 2016

  • Gordon Gibb Brigham Young University
  • Tina Taylor Dyches Brigham Young University

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  • Users have ready access to IDEA 2004 in language that is easy to understand–ideal for initial study and for later reference.
  • The IEP becomes manageable by breaking down the creation process into seven steps that help users create quality IEPs as applied to handwritten, computerized, or online IEP programs.
  • Mastery of the IEP process is further enhanced through the book’s step-by-step explanations, modeling, practice, and feedback. Users learn the requirement, rationale, and purpose for each step, and are then able to practice each step using the examples, practice, and feedback presented. Included are examples of common errors made in the IEP process.
  • Learning is reinforced through the brief procedural summaries at the end of each step and through Ms. Mentor, a personal guide to the process.
    • NEW! Ms. Mentor, a personal guide referenced throughout the book gives readers clarification at key places in the process. Ms. Mentor provides comments, suggestions, and directions for each step in the process.
  • NEW! Readers get the latest information and references to refer to as they work through the process. The additions and updates included in this new edition help users:
    • NEW! Recognize and reference IEPs for a variety of disabilities, genders, and grade levels, including high school transition planning, all reflecting contemporary school concerns, in the new sample IEPs included for four different students.
    • NEW! Base IEPs on required state or core curricula through the book’s emphasis on standards-based IEPs aligned with core curricula.
    • NEW! Phrase goals that address standards, yet also meet the needs of students performing below-grade level.
    • NEW! Understand the role of Response to Intervention (RtI) in addressing needs in the general classroom.
    • NEW! Learn how No Child Left Behind Act affects high-stakes testing for students with disabilities.
  • Readers get the latest information and references to refer to as they work through the process. The additions and updates included in this new edition help users:
    • Recognize and reference IEPs for a variety of disabilities, genders, and grade levels, including high school transition planning, all reflecting contemporary school concerns, in the new sample IEPs included for four different students.
    • Base IEPs on required state or core curricula through the book’s emphasis on standards-based IEPs aligned with core curricula.
    • Phrase goals that address standards, yet also meet the needs of students performing below-grade level.
    • Understand the role of Response to Intervention (RtI) in addressing needs in the general classroom.
    • Learn how No Child Left Behind Act affects high-stakes testing for students with disabilities.
  • Ms. Mentor, a personal guide referenced throughout the book gives readers clarification at key places in the process. Ms. Mentor provides comments, suggestions, and directions for each step in the process.

Preface v

Introduction: Special Education and the Individualized Education Program 1

Meet Our Students 15

1. Describe the student’s present levels of academic achievement and functional performance 49

2. Write measurable annual goals 61

3. Measure and report student progress 77

4. State the services needed to achieve annual goals 83

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 95

6. Explain accommodations necessary to measure academic achievement and functional performance on state and districtwide assessments 99

7. Complete a transition plan for students age 16 and older 109

Appendix

Answers to Exercises 113

 

Gordon Gibb, PhD, taught students with disabilities in the public schools for 16 years prior to his appointment at Brigham Young University. As associate professor and director of undergraduate special education, Dr. Gibb prepares teachers to work with students with mild/moderate disabilities and conducts research and instructional improvement activities in several schools.

Tina Taylor Dyches, EdD, is professor and Associate Dean in the McKay School of Education at Brigham Young University. Dr. Dyches has worked with individuals with significant disabilities and their families for nearly 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.

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