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IEPs for ELs: And Other Diverse Learners

by John Hoover and James Patton Corwin Press
Pub Date:
04/2017
ISBN:
9781506328188
Format:
Pbk 232 pages
Price:
AU$67.00 NZ$71.30
Product Status: Not Our Publication - we no longer distribute
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Develop and monitor high-quality IEPs for diverse learners High-quality IEPs are fundamental for guiding the educational process of and developing goals for students who require special education services. English learners (ELs) and other students with learning, emotional, or behavioral disabilities present unique challenges to educators responsible for referring, assessing, and placing them. IEPs for ELs provides educators with numerous research-based strategies and examples of how to write effective IEPs for these K-12 learners. John J. Hoover and James Patton, leading professionals in the areas of special education and linguistic diversity, share their research and how they have supported ELs who have, or are suspected of having, learning and intellectual disabilities.


 


Readers will find: Practical guidance for developing and monitoring culturally and linguistically responsive IEPs Checklists, guides, and other reproducibles that support IEP development Case studies and vignettes highlighting examples of appropriate IEPs for diverse learners Filled with expert practical advice that covers the IEP process and walks the reader through the procedure for creating high-quality IEPs that take individual differences into account, this guide is essential for special educators and bilingual/EL specialists.

About the Authors
Acknowledgments
Introduction: Blueprint of IEPs for English Language and Other Diverse Learners
Chapter 1: Understanding Cultural and Linguistic Diversity in MTSS
Chapter 2: Essential Components of IEPs for English Language and Other Diverse Learners
Chapter 3: Role and Function of Academic Language in IEPs
Chapter 4: Developing Culturally and Linguistically Responsive Present Levels of Academic Achievement and Functional Performance
Chapter 5: IEPs and the Development of Measurable Annual Goals Using SMART Principles
Chapter 6: Delivering Appropriate IEP Services
Chapter 7: Special Considerations and Diversity
Chapter 8: IEP Progress Monitoring and Diverse Needs
Chapter 9: Culturally and Linguistically Responsive Transition Planning & Services
Chapter 10: Guidelines for Successful IEP Meetings for Diverse Learners
Chapter 11: Putting the IEP Pieces Together
Appendix
References
Index

"A major strength for this book is its unique tie to English learners, while providing a dual focus on IEP writing. This is a great tool to use when training new special education teachers and IEP facilitators. There are direct connections to writing legally defensible plans with a user-friendly focus on IEP writing. I see this book as a tool to support teachers and students in ensuring that language and cultural considerations are included when developing and updating individual plans." Renee Bernhardt, Supervisor, Special Education Cherokee County School District, GA
John J. Hoover is Associate Research Professor at the University of Colorado at Boulder and Project Director of the BUENO Center for Multicultural Education. He was a K-12 special education teacher for students with learning disabilities and emotional/behavior disorders in several states in the Midwest, West, and Southwest. Publications include Differentiating Learning Differences from Learning and Behavioral Disabilities (Allyn & Bacon), Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners (Pearson Merrill), Curriculum Adaptations for Students with Learning and Behavior Problems (Pro-Ed); and Teaching Study Skills to Students with Learning Problems (Pro-Ed). He is also author of the tests Early Literacy Measure (Pro-Ed) and Behavior Skills Rating System (Pro-Ed). John earned a BA in elementary and special education, an MA in learning disabilities and emotional disorders with an emphasis in reading, and a PhD in curriculum, specializing in special education.


 


James R. Patton is an independent consultant and Adjunct Associate Professor at the University of Texas at Austin. He has taught students with special needs at the elementary, secondary, and postsecondary levels in both public and private settings. He was formerly on the faculty at the University of Hawaii at Manoa. His primary areas of professional activity are transition assessment and planning, differentiating instruction for students with special needs in inclusive settings, study skills instruction, needs of college students with learning-related challenges, and issues associated with individuals with disabilities who encounter the criminal justice system. He currently works with other professionals internationally and serves as an intellectual disabilities forensics specialist in death penalty cases throughout the country. He grew up in St. Louis, Missouri, where he attended St. Louis University High School. He earned his BS from the University of Notre Dame and his MEd and EdD from the University of Virginia.