Teaching Middle-School Students with Disabilities to Use an IEP Template

Career Development for Exceptional Individuals

Volumn 27, Issue 1, 2004, Pages 101-124

  Konrad, Moira ^a   Test, David W ^a  

^a UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84992884606     PISSN: 08857288     EISSN: None     Source Type: Journal    
DOI: 10.1177/088572880402700107     Document Type: Article

References (29)

1. Agran, M., Snow, K., & Swaner, J. (1999). Teacher perceptions of self-determination: Benefits, characteristics, and strategies. Education and Training in Mental Retardation and Developmental Disabilities, 34, 293-301.
2. Algozzine, B., Browder, D., Karvonen, M., Test, D.W., & Wood, W.M. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71, 219-277.
3. Allen, S.K., Smith, A.C., Test, D.W., Flowers, C., & Wood, W.M. (2001). The effects of Self-Directed IEP on student participation in IEP meetings. Career Development for Exceptional Individuals, 4, 107-120.
4. Betancourt, J. (1993). My name is Brian. New York: Scholastic, Inc.
5. Council for Exceptional Children (2002). Council for Exceptional Children knowledge and skill base for all beginning special education transition specialists. Retrieved December 16, 2003, from http://www.cec.sped.org/ps/transition.doc
6. Cross, T., Cooke, N.L., Wood, W.M., & Test, D.W. (1999). Comparison of the effects of MAPS and ChoiceMaker on students' self-determination skills. Education and Training in Mental Retardation and Developmental Disabilities, 34, 499-510.
7. German, S.L., Martin, J.E., Marshall, L.H., & Sale, R.P. (2000). Promoting self-determination: Using Take Action to teach goal attainment. Career Development for Exceptional Individuals, 23, 27-38.
8. Gresham, F.M., MacMillan, D.L., Beebe-Frankenberger, M.E., & Bocian, K.M. (2000). Treatment integrity in learning disabilities research: Do we really know how treatments are implemented? Learning Disubilities: Research & Practice, 15, 198-205.
9. Grigal, M., Test, D., Beattie, J., & Wood, W. (1997). An evaluation of transition components of individualized education programs. Exceptional Children, 53, 357-372.
10. Individuals with Disabilities Education Act Amendments of 1997, PL 105-17, 20 U.S.C. §§ 1400 et seq.
11. Lovitt, T.C., & Cushing, S.S. (1994). High school students rate their IEPs: Low opinions and lack of ownership. Intervention in School & Clinic, 30, 34-37.
12. Marshall, L.H., Martin, J.E., Maxs6n, L., & Jerman, P. (1997). Choosing employment goals. Longmont, CO: Sopris West.
13. Martin, J.E., Marshall, L.H., Maxson, L., & Jerman, P. (1997). Self-directed IEP. Longmont, CO: Sopris West.
14. Mason, C., McGahee-Kovac, M., Johnson, L., & Stillerman, S. (2002). Implementing student-led IEPs: Student participation and student and teacher reactions. Career Development for Exceptional Individuals, 25, 171-192.
15. McGahee-Kovac, M. (2002). A student's guide to the IEP. Washington, DC: The National Information Center for Children and Youth with Disabilities.
16. McGahee, M., Mason, C., Wallace, T., & Jones, B. (2001). Student-let IEPs: A guide for student involvement. Arlington, VA: Council for Exceptional Children.
17. No Child Left Behind Act of 2001, PL 107-110, 20 U.S.C. §§ 6301 et seq.
18. Powers, L.E., Turner, A., Matuszewski, J., Wilson, R., & Phillips, A. (2001). TAKE CHARGE for the future: A controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24, 89-103.
19. Snyder, E.P. (2002). Teaching students with combined behavioral disorders and mental retardation to lead their own IEP meetings. Behavioral Disorders, 27, 340-357.
20. Tawney, J.W., & Gast, D.L. (1984). Single subject research in special education. Columbus, OH: Charles E. Merrill Publishing Company.
21. Test, D.W., Mason, C., Hughes, C., Konrad, M., Neale, M., & Wood, W.M. (in press). Student involvement in individualized education program meetings. Exceptional Children.
22. Trach, J., & Shelden, D. (2000). Meeting attendance and transition outcomes as reflected in students' Individualized Education Programs. In D. R. Johnson & E. J. Emanuel (Eds.), Issues influencing the future of transition programs and services in the United States (pp.137-152). Minneapolis: University of Minnesota.
23. U.S. Bureau of Labor Statistics. (2002). Occupational outlook handbook, 2002-03 edition. Retrieved June 24, 2003, from http://www.bls.gov/oco/
24. Vandercook, T., York, J., & Forest, M. (1989). The McGill action planning system (MAPS): A strategy for building the vision. Journal of the Association for Persons with Severe Handicaps, 14, 205-215.
25. Van Reusen, A.K., & Bos, C.S. (1994). Facilitating student participation in Individualized Education Programs through motivation strategy instruction. Exceptional Children, 60, 466-475.
26. Van Reusen, A.K., Deshler, D.D., & Schumaker, J.B. (1989). Effects of a student participation strategy in facilitating the involvement of adolescents with learning disabilities in individualized education program planning process. Learning Disabilities, 1, 23-34.
27. Wehmeyer, M., & Lawrence, M. (1995). Whose future is it anyway? Promoting student involvement in transition planning. Career Development for Exceptional Individuals, 18, 69-83.
28. Zhang, D. (2001). The effect of ‘Next S.T.E.P.’ instruction on the self-determination skills of high school students with learning disabilities. Career Development for Exceptional Individuals, 24, 121-132.
29. Zickel, J.P., & Arnold, E. (2001). Putting the I in the IEP. Educational Leadership, 59, 71-73.