An Evaluation of Transition Components of Individualized Education Programs

1997 ◽  
Vol 63 (3) ◽  
pp. 357-372 ◽  
Author(s):  
Meg Grigal ◽  
David W. Test ◽  
John Beattie ◽  
Wendy M. Wood
Keyword(s):  
Mental Retardation ◽  
High School Students ◽  
Best Practices ◽  
Essential Elements ◽  
Individualized Education Programs ◽  
Students With Learning Disabilities ◽  
Education Programs ◽  
Individualized Education ◽  
School Students ◽  
Education Act

This study evaluated the transition component of the individualized education programs (IEPs) of 94 high school students between the ages of 18 and 21—students with learning disabilities, mild mental retardation, moderate mental retardation, and emotional/behavioral disorders. The study examined the format of the transition component document, compliance with the mandates of the Individuals with Disabilities Education Act (IDEA), and reflections of best practices, as well as the differences in these aspects of IEP transition components among disability groups. Results indicated that although the majority of the transition components complied with IDEA's mandate, they lacked many of the essential elements reflective of best practices in transition.

Facilitating Student Participation in Individualized Education Programs through Motivation Strategy Instruction

1994 ◽  
Vol 60 (5) ◽  
pp. 466-475 ◽  
Author(s):  
Anthony K. Van Reusen ◽  
Candace S. Bos
Keyword(s):  
High School Students ◽  
Students With Disabilities ◽  
Strategy Instruction ◽  
Public Law ◽  
Individualized Education Programs ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Disabilities Education Act ◽  
Motivation Strategy ◽  
Education Act

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.

Engaging Students and Parents in Transition-Focused Individualized Education Programs

2016 ◽  
Vol 52 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Wendy Cavendish ◽  
David J. Connor ◽  
Eva Rediker
Keyword(s):  
High School Students ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Individualized Education ◽  
School Students ◽  
Iep Meeting ◽  
Meaningful Involvement ◽  
Iep Meetings ◽  
Education Act ◽  
Compliance With The Law

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.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

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.

Sign in / Sign up

Export Citation Format

Share Document