Data Based IEP Development: An Approach to Substantive Compliance

Recension Des Écrits Sur Les Plans D’intervention (Pi) Scolaires Dans Une Perspective Historique Et Évolutive

“…En matière d'élaboration, plusieurs auteurs décrivaient une ou plusieurs stratégies d'élaboration de PI tel que Bateman (2011), Bateman et Herr (2006), Jung (2007), Lignugaris-Kraft, Marchand-Martella et Martella (2006 et Lynch et Adams (2008). Simultanément, Deno (1985Deno ( , 2003, Deno et Mirkin (1980), Deno, Fuchs, Marston et Shin, 2001), Shinn et Shinn (2000) et Cusumano (2007) man et Bond, 1993;Huefner, 2000;Hendrick-Keefe, 1992;Lovitt, Cushing et Stump, 1994;Lent Michnowicz, McConnell, Peterson et Odom, 1995;Turner, Baldwin, Kleinart et Farmer, 2000). Rotter (2014) À la lumière de ce qui précède, il est évident que la formation est une priorité; les milieux de pratique profiteraient de former les professionnels enseignants, non enseignants et les élèves à des fins d'efficacité.…”

Curriculum: The Keystone for Special Education Planning

“…In recent years, a shift has occurred in the emphasis of implementation of PL 94-142 that suggests movement from procedural to substantive compliance with the law (Deno & Mirkin, 1980;Thomas, 1980;Weiner, 1978). While it is Too often, the (parent advocates') questions are met with silence or ambiguous references to the regular education curriculum.…”

Formative Testing to Teach Children with Learning Problems

“…Compliance with the intent and substance of Public Law 94-142, and not merely with procedural regulations (Deno & Mirkin, 1980), requires that teachers construct individualized education programs (IEP's) based on the best information available about the child's educational status. Traditional standardized measures do not enable teachers to construct meaningful IEP's, the building © Copyright 1982 The Council for Exceptional Children TEACHING Exceptional Children blocks of appropriate educational programs.…”

“…• Norm-referenced, standardized testing measures traditionally used by educators and psychologists to asses exceptional children have been widely criticized (Deno & Mirkin, 1980). Although useful for screening and placement purposes, such measures have been called biased, technically inadequate, and inappropriate for individual assessment (Ysseldyke, 1979).…”