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ERIC Number: ED568455
Record Type: Non-Journal
Publication Date: 2014
Pages: 194
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-5645-7
Developing a Handbook for School Psychologists on Reframing the Individualized Education Plan Process and Individualized Education Plan Meeting
Bedford, Stephanie Marie
ProQuest LLC, Psy.D. Dissertation, Alliant International University
Educating students with disabilities has been an evolving process. This evolution has come from students with disabilities not being educated within the public school system to students with disabilities being mainstreamed within general education to the maximum extent possible. Even though special education has come a long way, there is a lot of room for improvement. The current model is based upon assessing students in areas of deficits, which leads to parents and students feeling defeated. Although students need to be assessed in areas of deficits to qualify for special education, the assessment process should also highlight areas of strengths to help reframe the way parents and students view disabilities. A handbook was developed to aid school psychologists through the assessment process and help them reframe both the Individualized Education Plan process and Individualized Education Plan meetings. The handbook was reviewed by expert reviewers, school psychologists, educators, and graduate students. Feedback suggested the handbook is needed within the school systems, and the handbook can be utilized. Implications and future plans are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A