How can special education teams create effective IEPs that improve student outcomes
and meet legal requirements? Find practical answers in the second edition of this one-stop IEP guide, updated with new chapters on key topics, online resources, and practical features that make this edition perfect for either preservice courses or in-service teamwork.
Current and future education teams will get a thorough introduction to IEPs and a comprehensive framework for IEP development, featuring a unique, in-depth checklist that breaks the whole process into small, manageable steps. IEP team members will learn how to collaborate during a meeting, assess a student’s present levels of performance, develop meaningful IEP goals and objectives for all students (including culturally diverse learners), choose accommodations, use progress monitoring data to make instructional decisions, and support transitions from school to adulthood. Practical content throughout the book―including planning tips, vivid examples, reflection questions, and practice activities―gives readers the knowledge and experience they need to create legally compliant IEPs and put them into action.
WHAT’S NEW:
- New chapters on making IEP practices culturally responsive, designing behavior intervention plans, and supporting students with disabilities in private and parochial schools
- Student-friendly features such as chapter objectives, reflection questions, a glossary, and challenge scenarios to encourage critical thinking skills
- Updated activities that help guide and improve IEP development
- All-new online resources, including English- and Spanish-language parent surveys
- Updates on critical new research and practices in the field of special education
INCLUDES READY-TO-USE TOOLS: IEP meeting preparation checklists, the IEP Checklist for confirming that required elements are included, an IEP Rubric for evaluating each element, and a template for making corrections based on the IEP Rubric.
Clarissa E. Rosas, Ph.D. holds a doctorate from the University of New Mexico with a focus on bilingual/multicultural special education and educational administration as well as a bachelor’s and a master’s degree from the University of San Diego. Her 40 years of experience in the field of education in three different states includes teaching general education; special education, both mild to moderate and moderate to intense; English as a second language; and bilingual multicultural education. Dr. Rosas also has served as an administrator at the district, building, and university level. Her expertise and research interests include developing innovative programs and curriculum to prepare preservice and in-service teachers to meet the social and educational challenges of children with disabilities who come from vulnerable populations.
Kathleen G. Winterman, Ed.D. has more than 30 years of experience working in the field of education. Her experience includes teaching as an intervention specialist serving children ages 3–10 in inclusive settings, serving as an elementary principal, an associate professor, a special education program director, and Director of the School of Education at Xavier University. She holds seven licenses from the state of Ohio. Dr. Winterman is a published author, and her areas of research interest include teacher preparation, IEP preparation, early childhood special education, autism, educational leadership, the use of instructional technology, and services for students with mental illnesses.
