HEAD START®

Translating the IEP into Everyday Practice

Training Guides for the Head Start Learning Community

Table of Contents | Preface | Introduction | Module 1 | Module 2 | Module 3
| Continuing Professional Development | Resources | Appendix A | Appendix B

Resources

Refer to the following resources to learn more about the key issues presented in this guide. This chapter is organized into three main sections: Print/Audiovisual Materials, Organizations, and Additional Web Sites.

Print/Audiovisual Materials

Accardo, P.J., and B.Y. Whitman. 1996. Dictionary of developmental disabilities terminology. Baltimore: Paul H. Brookes Publishing Co.
     A reference guide that demystifies technical jargon with clear and thorough definitions, and answers questions that arise daily for caregivers of children with disabilities.

Ad Hoc 619 Work Group of the Federal Interagency Coordinating Council. 1995. Assisting our nation's preschool children with disabilities and their families: A briefing paper on Section 619 of Part B of the Individuals with Disabilities Education Act (IDEA), 1986-1996. This publication is available from NEC*TAS, 500 NationsBank Plaza, 137 East Franklin Street, Chapel Hill NC 27514; (919) 966-7463.
     Provides background information about the Preschool Grants Program under IDEA. The complete text is available from the NEC*TAS's Web Site (http://www.nectac.org/).

Barrera, I. 1994. Thoughts on the assessment of young children whose sociocultural background is unfamiliar to the assessor. Zero to Three. June/July: 9-15.
     This article suggests steps involved in carrying out culturally responsive assessment.

Benner, S.M. 1992. Assessing young children with special needs: An ecological perspective. New York: Longman.
     This text presents an ecological perspective on assessment of young children with disabilities. The author combines theoretical discussions of this approach with analysis of family and environment, and the impact of diverse cultural backgrounds on child development. Assessment procedures for each of the developmental domains are then presented.

Batshaw, M.L., and Y.M. Perret. 1992. Children with disabilities: A medical primer, 3rd ed. Baltimore: Paul H. Brookes Publishing Co.
     A comprehensive source book for parents and professionals which outlines causes and effects of disabling conditions, as well as some diagnostic and intervention strategies that caregivers can utilize.

Blenk, K., and D.L. Fine. 1995. Making school inclusion work: A guide to everyday practices. Cambridge, MA: Brookline Books.
     This book offers practical suggestions for creating a truly inclusive program in terms of curriculum and materials, staffing, accessibility, evaluation, and specialists.

Buswell, B.E., and J. Veneris. 1992. Building integration with the I.E.P. PEAK Parent Center, Inc., 6055 Lehman Drive, Suite 101, Colorado Springs, CO 80918; (719) 531-9400.
     This informative booklet written for parents provides concrete strategies for how to be an advocate throughout the IEP process.

Council for Exceptional Children, Division for Early Childhood (DEC) Task Force on Recommended Practices, 1920 Association Drive, Reston, VA 22091-1589; (703) 620-3550. 1993. DEC-Recommended practices: Indicators of quality in programs for infants and young children with special needs and their families.
     This manual includes recommended practices and interventions across the developmental spectrum. General information and specific practice recommendations are presented in a clear, well-organized format.

Dickman, I., and S. Gordon. 1993. One miracle at a time: Getting help for a child with a disability. New York: Simon and Schuster.
     This inspiring book offers parents of children with disabilities encouragement, hope, and practical suggestions. Featured are current developments in assistive technology, medical advances, and strategies for taking the lead in the IEP process. An extensive resource section is also included.

Dunst, C., C. Trivette, and A. Deal. 1988. Enabling and empowering families: Principles and guidelines for practice. Cambridge, MA: Brookline Books.
     This book was written specifically for professionals who work with families and their children. It offers a unique blend of family systems theory, practical advice, and program models for providing resources and social support to families.

Ebenstein, B. 1995. IEP strategies: Getting what your child needs from IEP meetings and annual reviews. Exceptional Parent. April: 62-63.
     The author describes ten strategies to help parents manage their child's IEP process. The strategies are very clear and practical, with references to legal rights and many specific suggestions for handling potential problems and recourse when parents disagree with professionals.

Edelin-Smith, P. 1995. Eight elements to guide goal determination for IEPs. Intervention in School and Clinic. 30(5): 297-301.
     In this article the author reviews the value of developing IEPs and introduces a six-step process for writing goals and objectives that reflect concern for the individual child and functional needs.

Great Lakes Resource Access Project. 1993-94. New requirements for developing individual education programs in Head Start. Quarterly Resource. 8(2). Available from the University of Illinois at Urbana/Champaign, Department of Special Education, 240 Colonel Wolfe School, 403 East Healy Street, Champaign, IL 61820; (217) 333-3876.
     Introduces the process of and requirements for the role of Head Start in developing and implementing the IEP. Provides detailed information on the stages of the process, specific elements of the IEP, and an analysis and review of annual goals and behavioral objectives.

Great Lakes Resource Access Project. 1993-94. We're ready, we're set, let's go: Implementing the IEP. Quarterly Resource. 8(4). (See previous item for access information.)
     This manual focuses on the process of using the IEP in Head Start programs, and offers specific examples of classroom activities and suggestions for embedding goals and objectives in various aspects of regular classroom routines and activities.

Keefe, C.H. 1992. Developing responsive IEPs through holistic assessment. Intervention in School and Clinic. 28(1): 34-40.
     This article examines why IEPs for students with disabilities often lack validity and accuracy, and offers methods to make IEPs more responsive to student education needs. These methods focus on assessment strategies including observation, story retellings, oral and silent reading, writing samples, and student portfolios.

National Information Center for Children and Youth with Disabilities (NICHY). 1994. Briefing Paper-Individualized Education Programs. Available from NICHY, P.O. Box 1492, Washington, D.C. 20031; (800) 695-0285 (Voice/TDD).
     This document is a reprint of the federal regulations concerning the IEP. It also provides answers to 60 commonly asked questions.

National Early Childhood Technical Assistance System (NEC*TAS) and Association for the Care of Children's Health. 1989. Guidelines and recommended practices for the Individualized Family Service Plan. This publication is available from      Association for the Care of Children's Health, 3615 Wisconsin Avenue, N.W., Washington, D.C. 20016.
     This monograph offers professionals and families guidelines for developing and implementing the IFSP.

Notari-Syverson, A.R., and S.L. Shuster. 1995. Putting real-life skills into IEPs/IFSPs for infants and young children. Teaching Exceptional Children. Winter: 29-32.
     This article offers professionals and families guidelines for developing IEP/IFSPs that reflect skills relevant to the everyday lives of young children and families. The authors introduce and discuss five general characteristics which can be used to guide the development of meaningful goals and objectives.

Vincent, L.J. 1992. Implementing Individualized Family Service Planning in urban, culturally diverse early intervention settings. OSERS News in Print. 5(1): 29-33.
     In clear, straightforward language the author explains Individualized Family Service Planning and the requirements of Part C of P.L. 99-457. The emphasis is on understanding the spirit of the law and regulations, and the critical role of families as experts in the care of their children.

Oganizations

The following organizations provide information, materials, training sessions, and technical assistance on a wide range of topics related to disabilities services.
AbleNet, Inc.
1081 Tenth Avenue, SW
Minneapolis, MN 55414
(800) 322-0956
http://interwork.sdsu.edu/ablenet.html
     AbleNet designs and manufactures assistive devices for individuals with disabilities. Their quarterly publication, ALDetails, focuses on applications of automated learning devices for play/leisure, domestic, vocational, and learning environments for persons with significant disabilities. A catalog of their products, which include toys and games, is also available on request.

Beach Center on Families and Disability
University of Kansas
3111 Haworth Hall
Lawrence, KS 66045-7516
(913) 864-7600
http://www.beachcenter.org/
     The Beach Center is a national rehabilitation research and training center with core funding from the National Institute of Disability and Rehabilitation Research and the University of Kansas. It engages in research, training, and dissemination of information relevant to families who have members with developmental disabilities, significant emotional disorders, and technology-support needs. The Center's Families and Disability Newsletter is published three times a year. A catalog listing many of the center's publications, a descriptive brochure, and the newsletter are free on request.

Council for Exceptional Children (CEC)
Division for Early Childhood (DEC)
1920 Association Drive
Reston, VA 22091-1589
(703) 620-3660
http://www.cec.sped.org
     CEC is the largest international professional organization committed to improving educational outcomes for individuals with disabilities. Members receive Exceptional Children, the research journal; Teaching Exceptional Children, a practical classroom-oriented magazine; and a newsletter called Exceptional Times. CEC also publishes the Journal of Early Intervention. CEC is the home of the Educational Resources Information Center Clearinghouse on Handicapped and Gifted Children.

National Early Childhood Technical Assistance System (NEC*TAS)
500 NationsBank Plaza
137 E. Franklin Street
Chapel Hill, NC 27514
(919) 962-2001 (voice) or (919) 966-4041 (TDD)
http://www.nectac.org/
     This organization assists state agencies in developing and implementing comprehensive services for young children with disabilities and their families.

National Information Center for Children and Youth with Disabilities (NICHCY)
P.O. Box 1492
Washington, DC 20013
(202) 884-8200
http://www.nichcy.org/index.html
     NICHCY is a clearinghouse that provides information and services on disabilities and disability-related issues. NICHCY offers: technical assistance to parent and professional groups; referrals to other organizations, and materials about a range of disability-related issues which are available in English and Spanish. All materials and services are provided free of charge. NICHCY's newsletter, News Digest, is published three times a year.

Additional Web Sites

http://www2.edc.org/NCIP/
     The National Center to Improve Practice (NCIP) through Technology, Media, and Materials. This site, operated by NCIP at Education Development Center, offers a facilitated discussion forum on children with disabilities, a collection of resources about technology and special education, and links to other disability-related resources.

http://seriweb.com/
     Special Education Resources on the Internet (SERI). SERI has links to numerous disability-related sites, including national organizations and resources for parents and educators.