Additional information
by Colleen Thoma (Author), Paul Wehman (Author)
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.
Bring students into the IEP process with
- More than 100 quick tips and practical strategies from teacher focus groups
- Step-by-step guidance for increasing student involvement at any level
- A wide range of case studies featuring students from ages 9-19
- Helpful big-picture view of IEPs across 7 stages--from school-directed to student-directed
Author Biography
Carol Schall, Ph.D., Director, Virginia Autism Resource Center (VARC)
Dr. Schall is Asst. Prof. of Special Ed. and Disability Policy (SEaDP) at Virginia Commonwealth University (VCU). She is a nationally known speaker and provides consultations to schools, families, and community services providers who support individuals with autism or related disorders. Her research interests include the use of psychotropic medication by individuals with ASD and training for parents and professionals who work with individuals with developmental disabilities.
Colleen A. Thoma, Ph.D., earned her doctoral degree from Indiana Univ. She is currently Associate Prof. in the Dept. of SEaDP and Director of Doctoral Studies in the School of Education (SoE) at VCU in Richmond. Her scholarship, teaching, and service have focused primarily in the areas of self-determination, transition planning and services, and teacher preparation. She co-authored a book on transition assessment with Dr. Caren Sax, Transition Assessment: Wise Practices for Quality Lives, and has authored or co-authored more than 40 peer reviewed journal articles, book chapters, and technical reports. She is a frequent presenter at major national conferences, with more than 100 peer reviewed presentations over the past 10 years.
Dr. Paul Wehman is Professor of Physical Medicine with joint appointments in the Departments of Rehab. Counseling and also SEaDP at VCU. He has his PhD in Behavioral Disabilities from Univ. of WI-Madison.
He has published over 200 articles and authored or edited more than 40 books primarily in transition, severe disabilities, autism, traumatic brain injury and employment for persons with disabilities. He has been the Principal Investigator on $41 million in grants during his career.
As the father of 2 young adults with disabilities, he brings a strong parental as well as business perspective to his work. He is highly active in speaking to professionals, parents, advocates and businesses on transition and employment for people with autism, traumatic brain injury, spinal cord injury and other developmental disabilities. On a daily basis he works with individuals with disabilities, communicates regularly with professionals in the world of business related to disability and diversity, and is active in teaching and mentoring medical students, residents, and doctoral students in rehabilitation medicine, special ed., rehab. and psychology. A major focus of his work is on expanding the partnerships with businesses of all sizes so that more persons with disabilities can gain entrance into the workplace and retain employment successfully. He is also Editor-in-Chief of The Journal of Vocational Rehabilitation.
LaRon A. Scott, Ed.D., received a BS degree in Criminal Justice, with a Psych. minor, from Radford Univ. in VA. He worked as a mental health/mental retardation case manager before completing a MA degree in Education from VCU. Qualified in special ed and mental health, he works with at-risk and children and adolescents with special needs by serving as an intensive in-home counselor and special ed teacher. He continues to guest lecture in grad-level courses at VCU on universal design for learning and self-determination.
Ronald Tamura, PhD, earned his doc. degree from the Univ. of NV, Las Vegas, and is currently Associate Prof. at Southern CT State Univ. in the Dept. of Special Ed. and Reading where he teaches grad courses in the areas of developmental disabilities, learning disabilities, collaboration and consultation, and secondary transition. His research interests include personnel preparation, self-determination, transition, and positive behavior supports. He has worked for the CT State Dept. of Education in the Bureau of Special Ed. as an Ed. Consultant. He has contributed as co-author on journal articles, book chapters, and conference proceedings in the areas of transition, instructional strategies, and self-determination.
Pamela Sherron Targett, M.Ed., has worked in the area of disability and employment since 1986. For 22 years she oversaw the day-to-day operations of a fee-for- service supported employment program that assisted individuals with significant disabilities with going to work. During this time she also worked with schools to develop community-based vocational ed. programs. Her special interests include transition to work for youth with disabilities and individuals with significant support needs, such as brain injury and autism.
Christina C. Bartholomew, PhD, earned her doc. degree from VCU in Richmond. She has worked on a statewide project promoting the instruction of self-determination skills in secondary settings and has created and implemented professional development seminars for middle school teachers in the areas of co-teaching, collaboration, and assessment practices. She has taught several grad-level courses and has presented at numerous state and national conferences on self-determination, student-led individualized ed. programs, and linking transition to academic goals and instruction. She has conducted dissertation research in the area of teacher perceptions of school and classroom influences on their support for student self-determination, and she has co-authored articles for educational journals. She currently works in the field of special ed. as an adjunct instructor at VCU and as an ed. consultant.
Kimberly Boyd, M.T., received her MA in Teaching degree in Special Education from VCU and is currently a 3rd-year doctoral student in the Dept. of SEaDP. Her professional areas of interest include working with students with intellectual disability (ID), postsecondary ed. for students with ID, and the improvement of transition services for all students with disabilities. She currently works as a special ed. coordinator for a local public high school.
Mary Fisher is Asst. Prof., Teaching and Leadership Program, at Syracuse Univ.. She has been a teacher for 20 years. Her research interests include facilitating children's friendships and designing naturalistic interventions in public school classrooms.Elizabeth Evans Getzel, Ph.D., is Director of Postsecondary Ed. Initiatives with the Rehab. Research and Training Center on Workplace Supports at VCU. She has extensive experience conducting research, evaluation, and training in the areas of transition planning for secondary students with disabilities, postsecondary ed. for students with disabilities, and career planning/employment for individuals with disabilities. She currently directs approximately $3 million of grant-funded projects focusing on supported ed. in postsec. ed., career development for college students with disabilities, faculty professional development focusing on universal design principles, and secondary ed. transition services. She serves as Associate Editor for the Journal of Postsecondary Education and Disability and is on the editorial boards for the Journal of Vocational Rehabilitation and The Journal for Vocational Special Needs Education She has authored or co-authored journal articles and book chapters on transition, career development, postsecondary education, and employment. In addition, Ms. Getzel has presented extensively at state, national, and international conferences and at meetings on her projects and research areas.
