Using a rubric to assess individualized educational programs
| [Abstract] | |
| Type | Article |
| Document no. | 021405 |
| Author | Rosas, Clarissa. Special Education College of Mount St. Joseph |
| Second author |
Winterman, Kathleen G. Special Education, Xavier University.
Kroeger, Stephen. Special Education, University of Cincinnati. Jones, Melissa M. Special Education, Northern Kentucky University. |
| Pages | pp. 47-57 |
| Host Item Entry |
International Journal of Applied Educational Studies. Vol. 4, April 2009
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| Descriptors | Special needs education - Evaluation - USA |
| Language of document | English |
| Country | Kuwait |
Services for students with disabilities are mandated under United States’ federal law as delineated in the Individuals with Disabilities Education Act (IDEA). The plan for providing these services is referred to as the Individualized Education Program (IEP). Since the IEP document outlines to both general and special education teachers how to specifically work and accommodate for instruction, it serves as a vital guide. Teachers in a suburban high school participated in utilizing a rubric to assess the compliance of the IEP document. Researchers made use of in-service training to guide a group of teachers in the use of a rubric designed to assess IEP compliance with recent changes in IDEA. Results of the study indicated that IEP documents did not consistently include all requirements under IDEA 2004. The study concludes that educators need further training on IEP development to assure compliance with IDEA mandates. (Published abstract)
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| Rosas, Clarissa.. (2009). Using a rubric to assess individualized educational programs . International Journal of Applied Educational Studies. Vol. 4, April 2009. pp. 47-57 Retrieved from search.shamaa.org |