Addressing Standards and Assessments on the IEP

Thompson, Sandra; Thurlow, Martha L.; Esler, Amy; Whetstone, Patti

doi:10.1177/073724770102600213

Cited by 14 publications

(12 citation statements)

References 5 publications

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“…IEP forms documentation of curriculum standards and participation in statewide assessments 31 states' IEP forms document three or more options for statement assessment participation. Only 5 states' forms addressed standards Thompson et al, 2001 IEP Content Types of goals for students with EBD and LD and congruence of goals with present levels of performance Procedural faults in a large number of IEPs, particularly lack of congruence between present levels and annual goals Smith, 1990 Appropriateness of goals and objectives for the EBD, LD and…”

Section: Overview Of Iep Researchmentioning

confidence: 99%

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Individualized Education Programs: Legal Requirements and Research Findings

Christle

Yell

2010

Exceptionality

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The individual education program (IEP) is of critical importance to educators, parents, and students. Through the IEP process school-based teams (a) assess the educational needs of a student, (b) develop meaningful and measurable goals that direct the student's program, (c) develop and implement a program of special education and related services, and (d) monitor the student's progress toward his or her goals. Our purpose in this article is to review the legal requirements in developing, implementing, and evaluating the IEP; examine the research that has been conducted on IEPs; and discuss the implications of the law and research for school-based teams in developing IEPs.When the Education for All Handicapped Children's Act (EAHCA) was enacted in 1975, the law mandated that participating states provide students with disabilities with a free appropriate public education (FAPE). To ensure that eligible students received an appropriate education, Congress required that all students have an individualized education program (IEP) developed to meet their unique educational needs. According to Zettel and Ballard (1982) Congress concluded that the IEP requirement was crucial if the purposes of the EAHCA were to be achieved. In fact, one of the principle writers of the EAHCA, Senator Robert Stafford (1978), stated that the IEP was "the central part of this Act as we wrote it and intended it to be carried out" (p. 72).The IEP is of critical importance to educators, parents, and students. It serves the purpose of directing and monitoring all aspects of a student's special education program. The IEP document contains the educational needs of a student, the measurable annual goals that direct his or her program, the special education programming and placement, and the method of Correspondence should be sent to Christine A. Christle,

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Section: Overview Of Iep Researchmentioning

confidence: 99%

“…Thompson and colleagues with the National Center on Educational Outcomes (NCEO) examined the IEP forms from 41 states to determine the extent in which the form included documentation of standards and assessments (Thompson, Thurlow, Quenemoen, Esler, & Whetstone, 2001). They requested IEP forms from all 50 states.…”

Section: Descriptive Iep Researchmentioning

confidence: 99%

Individualized Education Programs: Legal Requirements and Research Findings

Christle

Yell

2010

Exceptionality

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“…IEPs are legal documents developed by multidisciplinary education teams that record goals and services for children eligible for special educational services. This was selected as our measure of special education since it is a nationally recognized designation despite differences in documentation by state 26 .…”

Section: Methodsmentioning

confidence: 99%

“…The data were gathered from schools in 4 different states that may vary thresholds for enrollment in special education and documentation of standards and assessments on IEP forms 26 . Attrition also reduced our sample size in the final analysis to 39% of the non-opiate exposed participants at recruitment and 59% of those who had an IEP at 11 years.…”

Section: Limitationsmentioning

confidence: 99%

Psychopathology and Special Education Enrollment in Children With Prenatal Cocaine Exposure

Levine¹,

Lester²,

LaGasse³

et al. 2012

Journal of Developmental &Amp; Behavioral Pediatrics

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Objective This study evaluated how enrollment in special education services in 11 year old children relates to prenatal cocaine exposure, psychopathology, and other risk factors. Method Participants were 498 children enrolled in The Maternal Lifestyle Study, a prospective, longitudinal, multisite study examining outcomes of children with prenatal cocaine exposure. Logistic regression was used to examine the effect of prenatal cocaine exposure and psychopathology on enrollment in an individualized education plan (a designation specific to children with special education needs), with environmental, maternal, and infant medical variables as covariates. Results Prenatal cocaine exposure, an interaction of prenatal cocaine exposure and Oppositional Defiant Disorder, child Attention Deficit Hyperactivity Disorder, parent-reported internalizing behaviors, and teacher-reported externalizing behaviors, predicted enrollment in an individualized education plan. Other statistically significant variables in the model were male gender, low birth weight, being small for gestational age, white race, caregiver change, low socio-economic status, low child intelligence quotient, caregiver depression, and prenatal marijuana exposure. Conclusions Prenatal cocaine exposure increased the likelihood of receiving an individualized education plan with adjustment for covariates. Psychopathology also predicted this special education outcome, in combination with and independent of prenatal cocaine exposure.

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“…There is state-to-state variation on documentation of standards and assessments on IEP forms, including differences between the states included in this study. 51 These forms are a primary source of information to guide decisions during IEP team meetings. Ultimately, a group of qualified professionals and the parents look at the child's evaluation results and together decide whether the child is a "child with a disability," as defined by Individuals With Disabilities Education Act, 52 which is not a standardized process.…”

Section: Study Limitationsmentioning

confidence: 99%

Effects of prenatal cocaine exposure on special education in school‐aged children

Reading¹

2008

Child

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OBJECTIVE-The objective of this study was to evaluate the effects of prenatal cocaine exposure on special education at age 7 with adjustment for covariates.METHODS-As part of the prospective, longitudinal, multisite study of children with prenatal cocaine exposure (Maternal Lifestyle Study), school records were reviewed for 943 children at 7 years to determine involvement in special education outcomes: (1) individualized education plan; (2) special education conditions; (3) support services; (4) special education classes; and (5) speech and language services. Logistic regression was used to examine the effect of prenatal cocaine exposure on these outcomes with environmental, maternal, and infant medical variables as covariates, as well as with and without low child IQ. RESULTS-Completedata for each analysis model were available for 737 to 916 children. When controlling for covariates including low child IQ, prenatal cocaine exposure had a significant effect on individualized education plan. When low child IQ was not included in the model, prenatal cocaine exposure had a significant effect on support services. Male gender, low birth weight, white race, and low child IQ also predicted individualized education plan. Low birth weight and low child IQ were significant in all models. White race was also significant in speech and language services. Other covariate effects were model specific. When included in the models, low child IQ accounted for more of the variance and changed the significance of other covariates.CONCLUSIONS-Prenatal cocaine exposure increased the likelihood of receiving an individualized education plan and support services, with adjustment for covariates. Low birth weight and low child IQ increased the likelihood of all outcomes. The finding that white children were more likely to get an individualized education plan and speech and language services could indicate a greater advantage in getting educational resources for this population. Copyright © 2008 Increased use of cocaine in the United States in the 1980s turned the scientific community toward studying the children of mothers who used cocaine during pregnancy. Initial legal and social stigma attached to mothers who abused cocaine during pregnancy and their "crack kids" who were feared to be "brain damaged"1 ,2 has been tempered by evidence that the risk for serious congenital malformations or medical complications in newborns with prenatal cocaine exposure (PCE) is minimal 3 ; however, little is known about the potential long-term neurodevelopmental effects of PCE. Previous studies revealed varying effects of PCE on behavior4 -6 and cognitive outcomes.7 -13 Longitudinal follow-up studies of the intelligence of these children suggested that cocaine effects are apparent but more subtle than originally feared. 14 Inconsistencies in the cocaine literature have been described and may be attributable to methodologic issues such as small sample size; confounding of cocaine exposure with exposure to other drugs; lack of biochemical verifica...

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Addressing Standards and Assessments on the IEP

Cited by 14 publications

References 5 publications

Individualized Education Programs: Legal Requirements and Research Findings

Individualized Education Programs: Legal Requirements and Research Findings

Psychopathology and Special Education Enrollment in Children With Prenatal Cocaine Exposure

Effects of prenatal cocaine exposure on special education in school‐aged children

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