Making Sense of Individualized Education Programs (IEPs) and Neuropsychiatric Assessments: Practical Tools to Support Children and Families in School and During Transition to Higher Education

2017 ◽  
Vol 56 (10) ◽  
pp. S347
Author(s):  
Vivien Chan ◽  
Zhanna Elberg ◽  
Dara Sakolsky ◽  
Kristina K. Hardy ◽  
Timothy C. Van Deusen
Keyword(s):  
Higher Education ◽  
Individualized Education Programs ◽  
Children And Families ◽  
Education Programs ◽  
Individualized Education ◽  
Making Sense ◽  
Transition To Higher Education

Evaluation of Written Individualized Education Programs

1978 ◽  
Vol 45 (3) ◽  
pp. 207-208 ◽  
Author(s):  
Lee H. Andersen ◽  
Sandra L. Barner ◽  
Harry J. Larson
Keyword(s):  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education

Dressing Your IEPs for the General Education Climate Analysis of IEP Goals and Objectives for Students with Multiple Disabilities

1994 ◽  
Vol 15 (5) ◽  
pp. 288-296 ◽  
Author(s):  
MICHAEL F. GIANGRECO ◽  
RUTH E. DENNIS ◽  
SUSAN W. EDELMAN ◽  
CHIGEE J. CLONINGER
Keyword(s):  
General Education ◽  
Multiple Disabilities ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Climate Analysis ◽  
Goals And Objectives

THIS ARTICLE DESCRIBES CHARACTERISTICS OF INDIVIDUALIZED EDUCATION PROGRAMS (IEPS) OF 46 STUDENTS FROM NINE DIFFERENT STATES IN KINDERGARTEN THROUGH GRADE 12 WHO HAVE MULTIPLE DISABILITIES AND RECEIVE ALL OR PART OF THEIR EDUCATION IN GENERAL EDUCATION CLASSES. THROUGH CATEGORICAL CODING OF THE STUDENTS' IEP GOALS AND OBJECTIVES, SEVERAL THEMES WERE IDENTIFIED THAT HIGHLIGHT PROBLEMATIC CHARACTERISTICS OF IEPS. ALTERNATIVES ARE SUGGESTED THAT THE AUTHORS BELIEVE MAY MORE ADEQUATELY COMMUNICATE THE UNIQUE NEEDS OF INDIVIDUAL STUDENTS TO THEIR TEACHERS IN GENERAL EDUCATION CLASSES AND IMPROVE THE USEFULNESS OF IEPS.

Why Working Apart Doesn’t Work at All: Special Education and English Learner Teacher Collaborations

2018 ◽  
Vol 54 (1) ◽  
pp. 31-39
Author(s):  
Sara E. N. Kangas
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Students With Disabilities ◽  
English Learner ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Linguistic Development ◽  
Synergistic Relationships ◽  
Learning English

With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students’ academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies—cocreating individualized education programs and instituting consultations—special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English.

A System for Instructional Management of Individualized Education Programs

1980 ◽  
Vol 3 (4) ◽  
pp. 31-41 ◽  
Author(s):  
Aileen W. Freasier ◽  
Sandra Watkins ◽  
Susie A. Payne ◽  
Katherine H. Kopp
Keyword(s):  
Individualized Education Programs ◽  
Instructional Management ◽  
Education Programs ◽  
Individualized Education
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