IEPs are more effective when students take a leading role!

Getting the Most Out of IEPs
An Educator's Guide to the Student-Directed Approach
By Colleen A. Thoma, Ph.D., & Paul Wehman, Ph.D., with invited contributors



Student-directed IEPs are quickly gaining momentum in schools across the country—the proven benefits include higher academic achievement, enhanced student motivation, and increased communication and self-advocacy skills for students with disabilities. Now for the first time, there's a book that gives elementary and high school educators in-depth how-to guidance on making student-directed IEPs work for students with a range of special needs.

Packed with practical advice, helpful examples, and IEP resources for students themselves, this cutting-edge guidebook finally puts into print the best ideas for developing meaningful student-directed IEPs while adhering to legal requirements and evidence-based practices. Teachers will learn how to support students—regardless of their current skills and abilities—as they increase their own level of direction across every facet of the IEP process:

• articulating strengths, needs, and legal rights
  
  
• setting clear goals and evaluating progress
  
  
• advocating effectively for themselves in formal settings
  
  
• determining and securing appropriate accommodations
  
  
• communicating preferences and interests
  
  
• accepting responsibility for areas where improvement is needed
  
  
• participating fully in discussions about post-school plans and needs

Destined to elevate future standards for the IEP process, this compelling and accessible book will help teachers ensure customized, highly effective educational plans for students of all ages. Teachers will empower students to take a lead role in directing their education, advocating for support, and shaping a bright, self-determined future.

ORDERING INFO
ISBN 978-1-55766-944-5
Paperback / 7 x 10 / 288 pages / 2010 / $29.95
Stock# 69445

About the Authors
Contributors
Preface
Acknowledgments

1. Essentials of the Student-directed IEP Process
Colleen A. Thoma, Sterling Saddler, Barbara Purvis, & LaRon A. Scott

2. Involving Families in the Process and Multicultural Considerations
Yaoying Xu, Barbara Purvis, & Judith E. Terpstra

I. Prior to the Meeting

3. Student Awareness of the IEP Process
LaRon A. Scott & Colleen A. Thoma

4. Student Involvement in Assessment
Colleen A. Thoma, Christina C. Bartholomew, & Ronald Tamura

5. Student Involvement in Meeting Preparations
Mary Held, Patricia Rogan, & Mary Fisher

II. The IEP Meeting

6. Student Involvement in IEP Meetings
Mary Held, Patricia Rogan, & Mary Fisher

7. Quality Educational Outcomes and Annual Goals
Carol Schall & Colleen A. Thoma

8. Present Level of Academic Achievement and Functional Performance
Renee Z. Bullano & Katherine M. Wittig

9. Assistive Technology
Shannon McManus, Frances Smith, & Sharon Jones

10. Related Services
Pamela S. Targett & Paul Wehman

11. Transition Individualized Education Planning and Summary of Performance
Elizabeth Evans Getzel, Ann Deschamps, & Colleen A. Thoma

III. Implementing and Evaluating the IEP

12. Goal Implementation and Evaluation
Dawn R. Hendricks, Colleen A. Thoma, & Kimberly S. Boyd

13. Communicating with Team Members
Beth A. Bader, Marsha S. Tennant, & Pamela S. Targett

14. Evaluating Progress Toward Goals
Pamela S. Targett & Paul Wehman

15. Developing Next Steps
Ronald Tamura, Judith Terpstra, & Colleen A. Thoma

Appendix: Resources
Mark Richardson & Colleen A. Thoma

Index