(DOWNLOAD) "Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction (Individualized Education Programs)" by Exceptional Children * Book PDF Kindle ePub Free
eBook details
- Title: Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction (Individualized Education Programs)
- Author : Exceptional Children
- Release Date : January 01, 2006
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 243 KB
Description
Individualized Education Programs (IEPs) have guided the academic planning process for students with disabilities since the passage of the Education for All Handicapped Children Act (1975). At annual IEP meetings, people influential in a student's life develop a blueprint for the educational services that meet the unique needs of that student (Huefner, 2000). Historically, students have not been included as blueprint designers. The 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), however, included three transition reforms increasing student involvement in IEP meetings as a means to improve postschool outcomes (Johnson, Stodden, Emanuel, Luecking, & Mack, 2002; Storms, O'Leary, & Williams, 2000). First, students 14 years old and older must be invited to their IEP meetings. Second, IEP meeting discussions and the IEP document must reflect student interests and preferences. Third, postschool goals and aspirations need to direct the development of a plan of study and associated transition services. The importance of transition IEPs to IDEA necessitates understanding the internal dynamics of the IEP meetings and how they function, in relationship to the intent of the rules and regulations. Unfortunately, a scarcity of research literature examines these issues. This lack of information to guide practice impedes reform efforts as states and districts across the country attempt to improve their transition programs and resolve their failure to achieve minimal levels of compliance with IDEA's transition mandates (Grigal, Test, Beattie, & Wood, 1997; Hasazi, Furney, & DeStefano, 1999; Williams & O'Leary, 2001).
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