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by Gordon Gibb (Author), Tina Taylor (Author)
IEPs: Guide to Writing Individualized Education Programs includes step-by-step instructions backed by examples, practice, and feedback to help you gain the critical skills and knowledge you need to write effective IEPs that meet the legal requirements of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and align with the requirements of the Every Student Succeeds Act.
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Established and aspiring school leaders and executives get solid grounding in the theories and practices essential to promoting successful school and community relations
Here's practical help for mastering the process of developing and writing quality individualized education programs (IEPs). This best-selling, essential resource includes step-by-step instructions backed by examples, practice, and feedback to help users gain the critical skills and knowledge they need to write effective IEPs, meet the standards of IDEA, and ultimately plan for students with disabilities. Guide to Writing Quality Individualized Education Programs includes an easy-to-understand summary of IDEA 2004; a workable organization of the IEP process into seven manageable steps; explanations, modeling, practice, and feedback for mastering each step of the process; and a brief procedural summary at the end of each step.
The new edition features the latest information and references to help readers as they work through the process in such areas as:
- Recognizing and referencing IEPs for a variety of disabilities, genders, and grade levels.
- Basing IEPs on required state or core curricula.
- Phrasing goals that address standards, while also meeting the needs of students performing below-grade level.
- Understanding the role of Response to Intervention in addressing needs in the general classroom.
- Learning how the No Child Left Behind Act affects high-stakes testing for students with disabilities.
Ideal for teacher candidates, in-service educators, parents and other IEP team members, the guide can be used for whole group instruction, out-of-class assignments, or as independent study.
Author Biography
About our authors
Gordon S. Gibb, PhD, taught students with disabilities in the public schools for 16 years prior to his appointment at Brigham Young University in 1995. Dr. Gibb prepared teacher candidates to work with students with mild/moderate disabilities and conducted instructional improvement activities in schools and college. His research centers on cultural models for understanding disability and on effective instruction for individuals with disabilities at several levels. Dr. Gibb likes teaching, woodworking, family history, grandchildren and the outdoors. He retired in 2019.
Tina Taylor, EdD, is a professor and associate dean in the McKay School of Education at Brigham Young University. Dr. Taylor has worked with individuals with significant disabilities and their families for over 30 years as a special educator and professor. Her service and research interests include adaptation of families raising children with disabilities, children's literature that characterizes individuals with disabilities and provision of appropriate services to individuals with disabilities. Dr. Taylor enjoys spending time with family, playing sports, traveling and reading.
