Understanding, Developing, and Writing Effective IEPs: A Step-by-Step Guide for Educators

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Written by legal and education experts and aligned with the reauthorization of IDEA 2004, this practical resource provides a step-by-step plan for creating, writing, and evaluating IEPs.

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Editorial Reviews

Mary L. Jackson
"The authors tackle an often complex process in an understandable, sequential manner."
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Product Details

  • ISBN-13: 9781412917865
  • Publisher: SAGE Publications
  • Publication date: 4/6/2007
  • Edition description: New Edition
  • Pages: 176
  • Sales rank: 173,987
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.50 (d)

Meet the Author

Roger Pierangelo is anassociate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology.Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education.

Pierangelo earned his BS degree from St. John's University, his MS from Queens College, Professional Diploma from Queens College, Ph D from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa.

Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Seriesfor Special Educators.

George Giuliani is an assistant professor at Hofstra University's School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics.

Giulianiearned Board Certification as a Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology.Giuliani is also a New York State licensed psychologist, certified school psychologist, and has an extensive private practice focusing on children with special needs. He is a member of the American Psychological Association, New York State Psychological Association, the National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Children. Giuliani earned his BA from the College of the Holy Cross, MS from St. John's University, JD from City University Law School, and Psy D from Rutgers University, The Graduate School of Applied and Professional Psychology.

Giuliani is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

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Table of Contents

Preface     vii
Acknowledgments     viii
About the Authors     xi
Introduction     1
Foundational Issues in Individualized Education Programs (IEPs)     3
Introduction     3
Purpose of an IEP     4
13 Principles of IEP Collaboration     6
IEP Preparation     13
Preparation Before the IEP Meeting     13
Setting Up the IEP Meeting     14
Giving Notice of an IEP Meeting     15
When an IEP Meeting Must Be Convened     16
Helping Students Prepare     17
Characteristics of an Effective IEP Team Meeting     18
IEP Participants     21
IEP Team Members-Roles and Responsibilities     21
Excusal of Team Members     31
Questions and Answers About Other IEP Team-Related Topics     32
IEP Team Meetings     35
The Team Process     35
During the Meeting-Focused but Flexible     36
Guidelines for Running the IEP Meeting     37
Step-by-Step Development of the IEP     41
Formulate a Statement of the Student's Present Level of Academic Achievement of Functional Performance     41
Determine the Four Need Areas     44
Consideration of Special Factors     49
Determination of Measurable Annual Goals (Including Academic and Functional Goals)     56
Reporting Progress Toward the Annual Goals to Parents     70
Determine the Extent to Which the Student Will Not Be Able to Participate in General Education Programs (LRE Explanation)     72
Determine Placement Options     75
Determine Related Services     80
Determine Program Modifications, Accommodations, Supplementary Aids, and Services     84
Determine the Need for Assistive Technology Devices and Services     106
Determine the Supports for School Personnel on Behalf of the Student     110
Determine the Ability of a Student to Participate in State and District Assessments     111
Determine Extended School Year (ESY) Services     113
A Statement of Secondary Transition Service Needs and Needed Transition Services for Students     119
Develop a Statement of Transfer of Parental Rights to the Student Upon Reaching the Age of Majority     128
Annual Review and Revision of the IEP     128
Recommendations Upon Declassification     132
Individuals with Disabilities Education Improvement Act of 2004-Section on IEPs (Enrolled as Agreed to or Passed by Both House and Senate)     135
Glossary      149
References and Suggested Readings     155
Index     157
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