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IEP Development Materials Bibliography

by DB-LINK on May 1, 2011
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This is a partial list of materials on this topic available from the DB-LINK Catalog Database.  If you have additional questions, please contact us via email:

Updated 5/2011

2008-0090 Accessing the Curriculum Frameworks Through English Language Arts: Literacy --Majors, Martha M. In Touch, Vol 6, Iss 4, February 2008, 4-13. (2008) Students who are deafblind show significant delays in the development of literacy due to limited or poor access to typical literacy materials such as books. This article highlights the work of a group of teachers in the Deafblind Program at Perkins School for the Blind and their focus on the new definitions of literacy, samples of literacy-based IEP goals that are aligned with the state curriculum, and the functions of literacy. Article includes many examples of adapted materials and suggested strategies. Available on the web:


Accessing the General Curriculum: Including Students With Disabilities in Standards-Based Reform --Nolet, Victor; McLaughlin, Margaret J. Thousand Oaks, CA: Corwin Press, Inc. (2000)Addresses the challenge of making a school's general curriculum accessible for students with disabilities. Provides suggestions to make it easier to design instruction that enables all students to access and make progress in the general curriculum. Key topics: aligning IDEA-97 and standards-based reform, linking standards and curriculum, establishing three domains of knowledge for ensuring access to the curriculum, understanding the nature of curriculum, applying learning research to teaching, evaluating progress in the general curriculum, aligning the IEP with goals and objectives, universal design, creating conditions for access.


The Complete IEP Guide: How to Advocate for Your Special Ed Child --Siegel, Lawrence M. Berkeley, CA: Nolo. (2001) The purpose of this book is to help parents effectively proceed on their own through the IEP process. It focuses on children between the ages of 3 and 22. The information presented is clear and easy-to-read. It includes information about special education laws, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act; obtaining school records; assessment; writing IEP goals and objectives; preparing for and participating in IEP meetings; resolving disputes; filing complaints; and locating and working with attorneys. Appendices include a sample IEP form and other forms to assist parents during the IEP process. Completely updated to reflect new regulations, procedures and court opinions affecting IEP development. Available from: Nolo, 950 Parker Street, Berkeley, CA 94710, (800) 955-4775. Publisher's web site:


Current Assessment Practices for Young Children Who Are Deaf-Blind --Rowland, Charity; Stillman, Robert; Mar, Harvey. AER JOURNAL: RESEARCH AND PRACTICE IN VISUAL IMPAIRMENT AND BLINDNESS, vol. 3, #3, Summer 2010, pp. 63-69. (2010)Practitioners face a host of challenges in conducting quality assessments of children who are deaf-blind. Assessments developed for children without disabilities or for children with other developmental disabilities are unlikely to be appropriate without adaptations. Some instruments have been developed for the target population, but these are not widely known. This article presents the results of an investigation of current practices in the assessment of 2- to 8-year-old children who are deaf-blind. Two nationwide surveys provided information on assessment instruments used and ratings of their characteristics. An investigation of the inclusion of assessment results in individualized education plans (IEPs) and individualized family service plans (IFSPs) was also conducted. Results include a list of assessments commonly used to assess the population, ratings of the instruments, and a discussion of the degree to which assessment instruments and results inform IEP/IFSP development. Although standardized assessment instruments are rarely useful, a number of appropriate assessments instruments are available for evaluating learning skills in young children who are deaf-blind.


Developing Person-Centered IEPs --Keyes, Maureen W.; Owens-Johnson, Laura. Intervention in School and Clinic, Vol. 38, No. 3, January 2003, 145-152. (2003)Individualized Educational Programs (IEPs) must be reviewed and revised at least annually as stipulated by the Individuals with Disabilities education Act (IDEA). Reauthorization of IDEA in 1997 included specific requirements for students with disabilities and their families to become full-fledged participants on IEP teams. The change signaled a movement from an institution-centered to a person-centered approach. This article outlines person-centered planning (PCP) methods to assist parents and professionals in this process. There is a brief review of the literature summarizing parents' and professionals' opinions about the value of the IEP. Then, two methods of person-centered planning are explained and illustrated via two case studies. Ways that PCP methods may improve overall outcomes for students in special education programs are discussed.


Evidence-Based Education, Assistive Technology, and the IEP Team Process --Hill, Katya. CLOSING THE GAP, vol. 22, #1, April/May 2003, pp. 1, 13-15, 38. (2003)This article provides information on assistive technology, evidence-based education (EBE), and the IEP process. It includes a definition and description of EBE, a reference model, questions to ask at IEP time, outcomes measurements, and a conference checklist.


The First IEP: Parent Perspectives --Chen, Deborah; Cox, Annie. Baltimore: Paul. H. Brookes Publishing Co. (2005) This DVD provides a guide to professionals and parents as they help young children transition from early intervention to preschool. It answers common questions and concerns about IEPs, gives viewers an accurate picture of the process, and promotes dialogue between families and professionals. Parents share their experiences and a meeting with an early interventionist to prepare for an IEP is shown along with a simulated IEP meeting. Publisher's web site:


Get All Stakeholders Familiar with Students' IEPs at Start of School Year SPECIAL EDUCATOR, vol. 20, #3, August 2004, p. 11. (2004)This question and answer style format represents and edited transcript of legal questions answered on LRP's Special Ed Connection. Topics include: documentation of restraints with students; transferring students with disabilities to another district when the parents don't like the district they reside in; mapping considered a related service, references in the current IDEA.


A Guide To Collaboration For IEP Teams --Martin, Nicholas R.M., M.A. Baltimore: Paul H. Brookes Publishing Co. (2005) Developed for administrators, teachers, resource professionals, and parents, this book presents skills and techniques to work as a unified team to design, review, and modify IEP's for children with special education needs. It is divided into two parts: Part I, Effective Meeting Management; and Part II, Conflict Resolution and Prevention. This resource addresses effective meeting management, principled negotiation, the central role of feelings as motivators of behavior, and conflict prevention. Publisher's web site:


IEP Quality Indicators for Students with Deafblindness --Wiley, David. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003)This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes what critical factors demonstrate a well-designed IEP in the areas related specifically to the impact of deafblindness.


IEP's, Related Services, and Third Party Billing --EP Foundation for Education, Inc. Pacer Center. EXCEPTIONAL PARENT, vol. 34, #7, July 2004, pp. 73-75. (2004)This article discusses IEP's that include additional related services necessary for a student to meet their individually designed special education goals. These services may include, but are not limited to: audiology; counseling services; early identification and assessment of disabilities; medical services; occupational therapy; orientation and mobility services; and parent counseling and training. It also covers who is financially responsible for these services.


IEP What You Should Know --New England Center Deafblind Project. Watertown, MA: IN TOUCH, Summer 2004, pp. 4-5. (2004)This article looks at IEP's from a before, during, and after perspective. It lists what to do and issues to consider at each phase. A sidebar written by a parent is included and describes her experience and the importance of a deafblind classification on an IEP form.


Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers --Downing, June E. Baltimore: Paul H. Brookes Publishing Company. (2008) This text offers practical strategies for including students with cognitive, sensory, behavioral, and physical disabilities in regular classrooms. The book has information for parents and teachers about how to ensure access to core content areas, measure student progress toward state and national standards, ease transitions between grades and between school and adult life, write measurable IEP goals and objectives, and encourage peer-to-peer learning and support. The book also includes specific chapters on assessment and on preschool, and elementary, middle, and high school students. Publisher's web site:


A Parent's Guide: Developing Your Child's IEP --Rebhorn, Theresa. --NICHCY, National Information Center for Children and Youth with Disabilities. (2002) This guide explains the basics of the special education process and gives information on how to be an effective partner with the school system. It looks in detail at the IEP and discusses how to work effectively with schools to help your child get an education tailored to his or her needs. Publisher's web site:


A Parents' Guide to Special Education for Children with Visual Impairments --LaVenture, Susan (Ed.) New York: AFB Press. (2007)This handbook for parents, family members, and caregivers of children with visual impairments explains special education services that children are likely to need and to which they are entitled. It addresses the effect of visual impairment on a child's ability to learn and the services and educational programming that are essential for optimal learning. It includes a chapter on considerations for children with disabilities in addition to visual impairment. It is intended to help parents ensure that their children receive the best education possible. Suggestions for transitioning to adult settings following school are included.


A Quality of Life Framework for Special Education Outcomes --Turnbull, Rutherford H.; Turnbull, A.P.; Wehmeyer, M.L.; Park, J. Remedial and Special Education, Volume 24, Number 2, March 2003, pp. 67-74. (2003)The national goals of higher expectations for all students and their emphasis on academic achievement are reviewed in light of the data on outcomes for students with disabilities. A new framework for measuring outcomes along the lines of quality of life is proposed. The framework regards academic goals as the means for achieving other outcomes, namely the four outcomes that the Individuals with Disabilities Education Act (IDEA) declared: equality of opportunity, full participation, independent living, and economic self-sufficiency. The authors propose that the underlying goal of education should be to enhance the quality of life of students with disabilities and that the four overarching IDEA goals, as implemented in part by the emphasis on academic achievement, should guide the curriculum and all assessment measures.


Role of the TVI in Literacy Instruction for Students who are Deafblind --McKenzie, Amy R. DVIQ, Spring 2009, pp.20-22. (2009) This article presents the four major roles of the TVI in the literacy skills instruction of students who are deafblind, including 1) Assessment, 2) IEP Development, 3) Direct Instruction, and 4) Consultation to Team Members. Available on the web:


Special Education: A Parent's Guide for a Child's Success --Bailey, Michael T. Baltimore: Publish America. (2006) Written specifically for parents advocating for children in special education. This book offers practical tips, checklists and strategies for navigating special education. It includes information on early intervention for preschool children as well as issues for school-age children. Additional chapters discuss IDEA and special education law, advocacy and problem solving, inclusion, conflict resolution, and the future of special education.


Stop! The Cart is before the Zebra: A Call to Define an “Appropriate Education” for Students having MI/CVI --Farnum, Karen. TX Sense Abilities, Vol. 2, #1, Winter 2008, pp. 11-14. (2008) A parent shares her views about Special Education and the impact recent changes have had on children who have low incidence disabilities. Publisher's web site:


Strategic Conflict Management Processes in Special Education Settings: IEP Facilitation, Resolution Meetings, and Mediation --Reiman, John. Costa Mesa, CA: 8th International CHARGE Syndrome Conference, July 26-29, 2007, Costa Mesa, CA. (2007)PowerPoint Presentation. Describes the dispute resolution continuum process used by CADRE, the National Center on Dispute Resolution in Special Education. Describes IEP facilitation, the role of the facilitator, and potential benefits. Explains the meaning of a resolution meeting, the benefits of participation and some cautions. Defines mediation under IDEA, mediation agreement, and the process. Discusses cultural competence and diversity, student participation and key components of a written agreement.

2007-0347 A Wholistic Approach to Developing Educational Plans --Lynne, Donna; Zeigler, Kim. Costa Mesa, CA: 8th International CHARGE Syndrome Conference, July 26-29, 2007, Costa Mesa, CA. (2007) PowerPoint Presentation. Describes the realities of IFSP/IEP meetings, the challenges to meet, what team members need to know, and strategies for sharing.  

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