Early Bird Gets the Worm: The Use of the Self-Directed IEP at the Middle School Level for Students with EBD

Autor/inn/en	Balint-Langel, Kinga; Troughton, Leonard; Nation, Ryan; Qureshi, Afzal
Titel	Early Bird Gets the Worm: The Use of the Self-Directed IEP at the Middle School Level for Students with EBD
Quelle	In: Beyond Behavior, 32 (2023) 2, S.103-114 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
DOI	10.1177/10742956231163520
Schlagwörter	Middle School Students; Emotional Disturbances; Behavior Disorders; Individualized Education Programs; Evidence Based Practice; Student Participation; Students with Disabilities; Self Determination; Meetings + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gefühlsstörung; Individualized education program; Individualisierendes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Disability; Disabilities; Studentin; Behinderung; Selbstbestimmung; Meeting; Tagung
Abstract	Students with emotional and behavioral disorders (EBD) may benefit from specific instruction on ways to prepare for and participate in their own Individualized Education Program (IEP) meetings. In this article, we describe the application of a research-based self-directed IEP process that can be used by educators to effectively foster participation by students with EBD in their IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice at the middle school level are included. Furthermore, we discuss the importance of implementing research- or evidence-based practices in the daily instructional programming of students with EBD in middle school. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01