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ERIC Number: ED477659
Record Type: RIE
Publication Date: 2002-Jan
Pages: 38
Abstractor: N/A
Reference Count: N/A
Helping Students Develop Their IEPs. Technical Assistance Guide. 2nd Edition [and] A Student's Guide to the IEP. 2nd Edition.
Kupper, Lisa; McGahee-Kovac, Marcy
This guide focuses on ways that parents and teachers can help students with disabilities become involved in developing their own Individualized Education Programs (IEPs). The guide is organized into lesson plans for use in classrooms. A section on "Laying the Foundation" offers five preparatory suggestions, such as photocopying each students' current IEP and informing parents about the effort to involve students. The following section offers nine suggestions for introductory work with students including finding out what students already know; informing students briefly about the relevant laws; and discussing accommodations. The next section suggests lessons and activities to introduce the IEP, such as discussion of the IEP process, showing an IEP noting individual sections, and having students look at their own IEPs. The following section is on ways to help the student work on writing his/her own IEP through class discussions, seatwork, one-on-one meetings with teachers, and homework done individually or with parents. Remaining sections offer 13 suggestions for getting ready for the IEP meeting, during the IEP meeting, and after the meeting. Three appendices provide an overview of the laws, possible answers to the student "disability" pre-test, and suggestions for presenting information on the laws. A glossary is also included. A "Student's Guide to the IEP" is also provided. (Contains 23 references.) (DB)
National Information Center for Children and Youth with Disabilities (NICHCY), Academy for Educational Development, P.O. Box 1492, Washington, DC 20013-1492. Tel: 800-695-0285 (Toll Free); Tel: 202-884-8200; Fax: 202-884-8441; e-mail:; Web site: For full text:
Publication Type: Guides - Classroom - Learner; Guides - Classroom - Teacher
Education Level: N/A
Audience: Parents; Practitioners; Students; Teachers
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Information Center for Children and Youth with Disabilities, Washington, DC.