Individualized education program quality for transition age students with autism

2022 ◽  
Vol 91 ◽  
pp. 101900
Author(s):  
Jordan A. Findley ◽  
Lisa A. Ruble ◽  
John H. McGrew
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Program Quality ◽  
Individualized Education ◽  
Transition Age ◽  
Students With Autism

An Analysis of Legal Hearings and Cases Related to Individualized Education Programs for Children with Autism

2003 ◽  
Vol 28 (2) ◽  
pp. 51-69 ◽  
Author(s):  
Susan Etscheidt
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Children With Autism ◽  
Complex Task ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Team Members ◽  
Judicial Decisions ◽  
Students With Autism

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.

Student Involvement in Individualized Education Program Meetings

2004 ◽  
Vol 70 (4) ◽  
pp. 391-412 ◽  
Author(s):  
David W. Test ◽  
Christine Mason ◽  
Carolyn Hughes ◽  
Moira Konrad ◽  
Melia Neale ◽  
...  
Keyword(s):  
Education Program ◽  
Student Involvement ◽  
Individualized Education Program ◽  
Individualized Education

scholarly journals An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration

2017 ◽  
Vol 42 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Tracy Gershwin Mueller ◽  
Anna Moriarity Vick
Keyword(s):  
Problem Solving ◽  
Education Program ◽  
Individualized Education Program ◽  
Future Research ◽  
Professional Collaboration ◽  
Foster Family ◽  
Individualized Education ◽  
Iep Meeting ◽  
Team Planning ◽  
Parking Lot

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.

The Individualized Education Program (IEP)

2019 ◽  
pp. 96-106
Author(s):  
Kevin P. Brady ◽  
Charles J. Russo ◽  
Cynthia A. Dieterich ◽  
Allan G. Osborne ◽  
Nicole D. Snyder
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Individualized Education
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