Avoiding Substantive Errors in Individualized Education Program Development

Autor/inn/en	Yell, Mitchell L.; Katsiyannis, Antonis; Ennis, Robin Parks; Losinski, Mickey; Christle, Christine A.
Titel	Avoiding Substantive Errors in Individualized Education Program Development
Quelle	In: TEACHING Exceptional Children, 49 (2016) 1, S.31-40 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916662204
Schlagwörter	Individualized Education Programs; Program Development; Teamwork; Participative Decision Making; Error Patterns; Check Lists; Goal Orientation; Progress Monitoring; Evaluation Methods; Disabilities; Educational Legislation; Equal Education; Federal Legislation; Compliance (Legal) + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Programmplanung; Fehlertyp; Checkliste; Zielorientierung; Zielvorstellung; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The purpose of this article is to discuss major substantive errors that school personnel may make when developing students' Individualized Education Programs (IEPs). School IEP team members need to understand the importance of the procedural and substantive requirements of the IEP, have an awareness of the five serious substantive errors that IEP teams make, and know how to avoid errors. An assessment checklist, individualized education program goal development worksheet, and progress monitoring checklist are provided. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01