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Goal Directed Learning: Early Assessment And Individualized Education Plans for Family Medicine InternsStockwell, Glenda, Fox, Beth Anne, Blackwelder, Reid 01 May 2010 (has links) (PDF)
Articulate rationale for early assessment Describe process of assessment and feedback sessions List benefits of process based on: Objective data Opinion of interns over past 2 years
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Writing Individualized Education Plans for Students with Specific Learning Disabilities: Compliance After The No Child Left Behind ActBallard, Robin Richards 05 August 2006 (has links) (PDF)
IDEIA requires a student who receives special education services to have an IEP that is specific to each student and NCLB requires that all students be taught the same knowledge and skills. The purpose of this study was to determine with which federal school law, No Child Left Behind (NCLB) or Individuals with Disabilities Education Improvement Act (IDEIA), school districts in Mississippi are choosing to comply and what drives that decision. The research questions were: (a) Are Mississippi school districts choosing to comply with NCLB or IDEIA when writing IEPs for their students receiving special education services? and (b) What are the reasons for that decision? A multiple-case design was used in this study resulting in a more convincing explanation because when more cases are involved variation increases across the studies. Real-life applications and issues were noted in case studies. The researcher was the main instrument for data collection and analysis. Three school districts participated in the study that included 11 teachers. Five themes emerged from the case studies. Those were: (a) teacher opposition, (b) out-of-level testing, (c) achievement test preparation, (d) lack of written guidelines, and (e) different approaches in meeting educational needs of students receiving special education services. Recommendations included: (a) development of guidelines for special education students who do not take the grade level MCT , (b) mandatory training on standardized IEP guidelines, (c) further study on report of numbers of special education students within schools, (d) further study on self-concept of special education students who participate in out-of-level instruction and testing, (e) comparative study of inclusion and resource students using MCT as pre- and post-test.
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School-Based Occupational Therapists’ Perceptions of the Most Effective Interventions to Improve Fine Motor Functioning in School-Aged ChildrenHeighway, Grace Carlyle 17 July 2023 (has links)
No description available.
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