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Understanding, Developing, and Writing Effective IEPs - Book Cover

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Understanding, Developing, and Writing Effective IEPs

A Step-by-Step Guide for Educators

By: Roger Pierangelo, George Giuliani

Clear, helpful answers for educators involved in developing Individualized Education Programs.

Written by legal and education experts, this practical resource provides teachers with a step-by-step plan for creating, writing, and evaluating IEPs to help ensure a Free Appropriate Public Education in the Least Restricted Environment for students with disabilities. Based on the latest reauthorization of IDEA 2004 and its accompanying regulations, this text includes:

Sample materials from authentic IEPs
Checklists and forms for planning an effective IEP meeting
Frequently asked questions and a glossary of special education terms
Guidelines that encourage positive collaboration between teachers, administrators, and families

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Product Details

Grade Level: K-12
ISBN: 9781412917865
Published By: Corwin
Year: 2007
Page Count: 176
Publication date: April 06, 2007

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Description

"The authors tackle an often complex process in an understandable, sequential manner."
—Mary L. Jackson, Resource Teacher
Roosevelt Elementary, Kingsport, TN

Clear, helpful answers for educators involved in developing Individualized Education Programs.

Creating and evaluating Individualized Education Programs (IEPs) for students with disabilities is a major responsibility for teachers and school leaders, yet the process involves legal components not always understood by educators. In Understanding, Developing, and Writing Effective IEPs, legal and special education experts Roger Pierangelo and George Giuliani provide K–12 educators with a clear step-by-step plan for IEP development that helps guarantee a Free and Appropriate Public Education (FAPE) in the Least Restricted Environment (LRE) for students with disabilities.

Frequently Asked Questions and a glossary of easy-to-understand special education terminology enable every member of the IEP team to develop a meaningful, functional program that meets a student's unique needs. Aligned with the latest reauthorization of IDEA 2004, this practical resource also includes:

Descriptions of the IEP process
Sample materials from authentic IEPs
Checklists, forms, and reproducibles for planning an effective IEP meeting
Guidelines that encourage positive collaboration between educators and families

Ideal for teachers and administrators, this jargon-free text provides techniques, suggestions, and information for all aspects of the IEP process.

Key features

Provides a 15-step plan for developing effective IEPs based on the latest reauthorization of IDEA 2004
Sample segments of an authentic IEP is utilized throughout the book to serve as exemplars for educators
Checklists and forms are included for preparing for an IEP meeting
A Frequently Asked Questions feature about the IEP process provides clear helpful answers for teachers, administrators and family about a sometimes difficult or confusing process.
Written for educators and families to provide free and appropriate education (FAPE) interventions in the least restricted environment (LRE) for students with disabilities (co-author Giuliani is a lawyer as well as an educator).
A glossary of terms offer definitions of the most relevant IEP jargon that educators and families should understand.

Author(s)

Roger Pierangelo

Roger Pierangelo is an associate 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, PhD 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 Series for Special Educators.

George Giuliani

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.

Giuliani earned 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 PsyD 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.

Table of Contents

Preface

Acknowledgments

About the Authors

Introduction

1. Foundational Issues in Individualized Education Programs (IEPs)

Introduction

Purpose of an IEP

13 Principles of IEP Collaboration

2. IEP Preparation

Preparation Before the IEP Meeting

Setting Up the IEP Meeting

Giving Notice of an IEP Meeting

When an IEP Meeting Must Be Convened

Helping Students Prepare

Characteristics of an Effective IEP Team Meeting

3. IEP Participants

IEP Team Members--Roles and Responsibilities

Excusal of Team Members

Questions and Answers About Other IEP Team-Related Topics

4. IEP Team Meetings

The Team Process

During the Meeting--Focused but Flexible

Guidelines for Running the IEP Meeting

5. Step-by-Step Development of the IEP

Step 1: Formulate a Statement of the Student's Present Level of Academic Achievement of Functional Performance

Step 2: Determine the Four Need Areas

Step 3: Consideration of Special Factors

Step 4: Determination of Measurable Annual Goals (Including Academic and Functional Goals)

Step 5: Reporting Progress Toward the Annual Goals to Parents

Step 6: Determine the Extent to Which the Student Will Not Be Able to Participate in General Education Programs (LRE Explanation)

Step 7: Determine Placement Options

Step 8: Determine Related Services

Step 9: Determine Program Modifications, Accommodations, Supplementary Aids, and Services

Step 10: Determine the Need for Assistive Technology Devices and Services

Step 11: Determine the Supports for School Personnel on Behalf of the Student

Step 12: Determine the Ability of a Student to Participate in State and District Assessments

Step 13: Determine Extended School Year (ESY) Services

Step 14: A Statement of Secondary Transition Service Needs and Needed Transition Services for Students

Step 15: Develop a Statement of Transfer of Parental Rights to the Student Upon Reaching the Age of Majority

Annual Review and Revision of the IEP

Recommendations Upon Declassification

Appendix: Individuals with Disabilities Education Improvement Act of 2004--Section on IEPs (Enrolled as Agreed to or Passed by Both House and Senate)

Glossary

References and Suggested Readings

Index

Reviews

"The authors tackle an often complex process in an understandable, sequential manner."

Mary L. Jackson, Resource Teacher
Roosevelt Elementary, Kingsport, TN

Other Titles in: Special Education Identification | Special Education Instruction

Select Format:

Review Copies

This book is not available as a review copy.