IEP: Developing Criteria for the Evaluation of Individualized Education Program Provisions. Exploring Issues in the Implementation of P.L. 94-142.

ERIC Educational Resources Information Center

LINC Resources, Inc., Columbus, OH.

Four papers address approaches to evaluate the implementation of the individualized education program (IEP) provisions of P.L. 94-142, The Education for All Handicapped Children Act. The papers are "Auditing the IEP System: A Self-Audit System for Use by Local Education Agencies" by Beth Stephens and Daniel Macy, which examines a 10-step…

Personal protective equipment use among students with special health care needs reporting injuries in school-sponsored vocational, career, and technical education programs in New Jersey.

PubMed

Rubenstein, Eric; Shendell, Derek; Eggert, Brain C; Marcella, Stephen W

2014-01-01

Students with special health care needs (SHCNs) and individualized education plans (IEPs) may be injured more often in vocational, career, and technical education (CTE) programs. No research to date considers personal protective equipment (PPE) use among students with SHCNs in school-based programs reporting injuries to agencies. Data from 1999 to 2011 on PPE use among injured students in CTE programs in public schools and private secondary schools for the disabled were analyzed; students with SHCNs were distinguished by IEP status within New Jersey Safe Schools surveilance data. Among students with IEPs using PPE, 36% of injuries occurred to body parts PPE was meant to protect. Likely injury types were cuts-lacerations and burns for students with IEPs using PPE and cuts-lacerations and sprains for students with IEPs not using PPE. Females with IEPs using PPE were injured less often than males across ages. Results suggested students with SHCNs with IEPs need further job-related training with increased emphasis on properly selecting and fitting PPE.

34 CFR 300.112 - Individualized education programs (IEP).

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Individualized education programs (IEP). 300.112 Section 300.112 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE...

34 CFR 300.112 - Individualized education programs (IEP).

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 2 2012-07-01 2012-07-01 false Individualized education programs (IEP). 300.112 Section 300.112 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE...

34 CFR 300.112 - Individualized education programs (IEP).

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 2 2013-07-01 2013-07-01 false Individualized education programs (IEP). 300.112 Section 300.112 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE...

34 CFR 300.112 - Individualized education programs (IEP).

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true Individualized education programs (IEP). 300.112 Section 300.112 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE...

34 CFR 300.112 - Individualized education programs (IEP).

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Individualized education programs (IEP). 300.112 Section 300.112 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE...

Avoiding Substantive Errors in Individualized Education Program Development

ERIC Educational Resources Information Center

Yell, Mitchell L.; Katsiyannis, Antonis; Ennis, Robin Parks; Losinski, Mickey; Christle, Christine A.

2016-01-01

The purpose of this article is to discuss major substantive errors that school personnel may make when developing students' Individualized Education Programs (IEPs). School IEP team members need to understand the importance of the procedural and substantive requirements of the IEP, have an awareness of the five serious substantive errors that IEP…

Satisfaction with Individualized Education Programs among Parents of Young Children with ASD

ERIC Educational Resources Information Center

Slade, Nicole; Eisenhower, Abbey; Carter, Alice S.; Blacher, Jan

2018-01-01

We examined parents' satisfaction with multiple aspects of their children's individualized education programs (IEPs). Parents (n = 142) raising children ages 4 to 8 years old with autism spectrum disorder (ASD) reported their satisfaction with four aspects of their children's IEPs: (a) content of the IEP document, (b) services provided, (c)…

Understanding, Developing, and Writing Effective IEPs: A Step-by-Step Guide for Educators

ERIC Educational Resources Information Center

Pierangelo, Roger; Giuliani, George A.

2007-01-01

Creating and evaluating Individualized Education Programs (IEPs) for students with disabilities is a major responsibility for teachers and school leaders, yet the process involves legal components not always understood by educators. In "Understanding, Developing, and Writing Effective IEPs," legal and special education experts Roger…

Individualized Education Program Team Decisions: A Preliminary Study of Conversations, Negotiations, and Power

ERIC Educational Resources Information Center

Ruppar, Andrea L.; Gaffney, Janet S.

2011-01-01

Given the centrality of the Individualized Education Program (IEP) to services for students with disabilities, the decision-making process during the IEP meeting deserves attention in research and implementation. In this case study, IEP team decision-making is examined as a socially situated practice. Transcripts of an initial evaluation and IEP…

Facilitated IEP Meetings. PACER Center ACTion Information Sheets: PHP-c90

ERIC Educational Resources Information Center

PACER Center, 2014

2014-01-01

To help special education planning teams reach agreements, the Minnesota Department of Education, Compliance and Assistance, Alternative Dispute Resolution Services provide the option of facilitated IEP (Individualized Education Program) meetings. This option is available for IEP, IIIP (Individual Interagency Intervention Plan), and IFSP…

Six Tips for Successful IEP Meetings

ERIC Educational Resources Information Center

Diliberto, Jennifer A.; Brewer, Denise

2012-01-01

Individuals with Disabilities Education Improvement Act (IDEIA, 2004) mandates that each student with a disability has an individualized education program (IEP). The IEP serves as the curriculum roadmap for special education services. In order to generate a clear roadmap, full team communication is necessary. The purpose of this paper is to…

Involving Parents in the IEP Process. ERIC Digest E611.

ERIC Educational Resources Information Center

Smith, Stephen W.

This digest paper examines the special roles of parents of children with disabilities in planning for the education of their children and discusses how educators can work effectively with parents to create meaningful individualized education programs (IEPs). Barriers to parental participation in the IEP process are identified, including…

Evaluating the Relationship between Individualized Education Program Compliance for Middle School Students with Specific Learning Disabilities and Academic Achievement Based upon State Reading Summative Assessment Scores

ERIC Educational Resources Information Center

Hawkins, Donnita

2012-01-01

Over the last 37 years, the Individualized Education Program (IEP) has been the guiding document that outlines the needs of a student who receives special education services. Washington State utilizes an IEP Review form as the means to determine if an IEP has been properly written and formulated. This information partially fulfills the Federal…

Program evaluation of a model to integrate internationally educated health professionals into clinical practice

PubMed Central

2013-01-01

Background The demand for health professionals continues to increase, partially due to the aging population and the high proportion of practitioners nearing retirement. The University of British Columbia (UBC) has developed a program to address this demand, by providing support for internationally trained Physiotherapists in their preparation for taking the National Physiotherapy competency examinations. The aim was to create a program comprised of the educational tools and infrastructure to support internationally educated physiotherapists (IEPs) in their preparation for entry to practice in Canada and, to improve their pass rate on the national competency examination. Methods The program was developed using a logic model and evaluated using program evaluation methodology. Program tools and resources included educational modules and curricular packages which were developed and refined based on feedback from clinical experts, IEPs and clinical physical therapy mentors. An examination bank was created and used to include test-enhanced education. Clinical mentors were recruited and trained to provide clinical and cultural support for participants. Results The IEP program has recruited 124 IEPs, with 69 now integrated into the Canadian physiotherapy workforce, and more IEPs continuing to apply to the program. International graduates who participated in the program had an improved pass rate on the national Physiotherapy Competency Examination (PCE); participation in the program resulted in them having a 28% (95% CI, 2% to 59%) greater possibility of passing the written section than their counterparts who did not take the program. In 2010, 81% of all IEP candidates who completed the UBC program passed the written component, and 82% passed the clinical component. Conclusion The program has proven to be successful and sustainable. This program model could be replicated to support the successful integration of other international health professionals into the workforce. PMID:24119470

A Statistical Estimate of the Validity and Reliability of a Rubric Developed by Connecticut's State Education Resource Center to Evaluate the Quality of Individualized Education Programs for Students with Disabilities

ERIC Educational Resources Information Center

Mearman, Kimberly A.

2013-01-01

Because of the critical function of the IEP in the planning and implementation of effective instruction for students with disabilities, educators need a reference to determine the standards of a quality IEP and a process by which to compare an IEP to those standards. A rubric can support educators in examining the quality of IEPs. This study used…

"Doug C. v. Hawaii Department of Education": Parental Participation in IEP Development

ERIC Educational Resources Information Center

Yell, Mitchell L.; Katsiyannis, Antonis; Losinski, Mickey

2015-01-01

Parental participation is a crucial component of the Individuals with Disabilities Education Act. When developing students' Individualized Education Programs (IEPs), school-based teams must place a high priority on involving students' parents in a collaborative effort to develop their children's educational programs and determine their placements.…

Developing Individualized IEP Goals in the Age of Technology: Quality Challenges and Solutions

ERIC Educational Resources Information Center

More, Cori M.; Hart Barnett, Juliet E.

2014-01-01

Many school districts have adopted commercially available software or templates for electronic Individualized Education Program (IEP) development. These programs have useful features that allow Individualized Education Programs to be electronically developed and reliably stored for each student. Although the program features are designed to…

VOC-PLAN: Individual Vocational Education Plan (A Quick, Efficient and Creative Way to Generate Vocational I.E.P.s), Users Manual and Preview Manual.

ERIC Educational Resources Information Center

Robinson, Jim; Seabolt, Pete

This User's Manual is intended to accompany VOC-PLAN, a computer (Apple) program designed to assist in the preparation of an Individualized Vocational Education Program (IVEP) for handicapped, disadvantaged, or regular vocational secondary and postsecondary students. The program is presented in standard IEP (Individualized Education Program)…

Examining the Quality of IEPs for Young Children with Autism

PubMed Central

McGrew, John; Dalrymple, Nancy; Jung, Lee Ann

2011-01-01

The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool’s reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (Mage = 6.1 years; SD = 1.6) from 35 different classrooms were examined. The IEP tool had adequate interrater reliability (ICC = .70). Results identified no statistically significant association between demographics and IEP quality, and IEPs contained relatively clear descriptions of present levels of performance. Weaknesses of IEPs were described and recommendations provided. PMID:20373007

Examining the quality of IEPs for young children with autism.

PubMed

Ruble, Lisa A; McGrew, John; Dalrymple, Nancy; Jung, Lee Ann

2010-12-01

The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool's reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (Mage = 6.1 years; SD = 1.6) from 35 different classrooms were examined. The IEP tool had adequate interrater reliability (ICC = .70). Results identified no statistically significant association between demographics and IEP quality, and IEPs contained relatively clear descriptions of present levels of performance. Weaknesses of IEPs were described and recommendations provided.

The Complete IEP Guide: How To Advocate for Your Special Ed Child. 2nd Edition.

ERIC Educational Resources Information Center

Siegel, Lawrence M.

This book is intended to help parents of students with disabilities effectively proceed on their own through the Individualized Education Program (IEP) process. Chapters cover the following topics: (1) child advocacy; (2) basic legal concepts of the Individuals with Disabilities Education Act, the IEP, state special education laws, and some…

Question-Asking and Advocacy by African American Parents at Individualized Education Program Meetings: A Social and Cultural Capital Perspective

ERIC Educational Resources Information Center

Wilson, Natasha M.

2015-01-01

The Individuals with Disabilities Education Improvement Act of 2004 mandates parental involvement during Individualized Education Program (IEP) meetings. Several factors including previous IEP experiences, level of ongoing communication between parents and education professionals, or existence of social and cultural capital resources can impact…

Pathways to Leadership and Professional Development: Inspiring Novice Special Educators

ERIC Educational Resources Information Center

Kaufman, Roberta C.; Ring, Mary

2011-01-01

Well-trained new special education teachers know that the individualized education program (IEP) team is the crux of the special education program. The IEP team addresses academic goals and behavior intervention plans for the student but rarely addresses in depth the social environment of the school, classroom, or family. Important aspects of the…

Promoting IEP Participation: Effects of Interventions, Considerations for CLD Students

ERIC Educational Resources Information Center

Griffin, Megan M.

2011-01-01

Various interventions have been developed to promote student individualized education program (IEP) participation. Although they are generally endorsed by educators and researchers, critics argue that interventions to promote self-determination and IEP participation may be counter to the values of culturally and linguistically diverse (CLD)…

Periscope: Views of the Individualized Education Program.

ERIC Educational Resources Information Center

Weiner, Bluma B., Ed.

The collection of 41 papers from a conference on individualized education programs (IEPs) for handicapped students addresses four main topics (sample titles and authors in parentheses): communication and group process ("Establishing and Maintaining the IEP Team" by W. Morgan and N. Bray; "Child and Parent Involvement in Educational Planning" by M.…

Maximizing the Use of Electronic Individualized Education Program Software

ERIC Educational Resources Information Center

More, Cori M.; Hart, Juliet E.

2013-01-01

With the growing use of technology in today's schools, electronic IEP programs are being adopted by many school districts around the nation as part of special education service delivery. These programs provide a useful technology that can facilitate compliance with IDEA requirements in IEP development while concurrently lessening teacher paperwork…

From Assessment to Annual Goal: Engaging a Decision-Making Process in Writing Measurable IEPs

ERIC Educational Resources Information Center

Capizzi, Andrea M.

2008-01-01

Despite federal regulations requiring measurable individualized education programs (IEPs), IEPs are often vague and unfocused, making them difficult to use in guiding instructional planning. Although a well-written IEP can be time consuming and labor intensive, a clearly written IEP, based on documented student needs, can and should be a guidepost…

The content of goals in individual educational programs for students with complex communication needs.

PubMed

Klang, Nina; Rowland, Charity; Fried-Oken, Melanie; Steiner, Sandra; Granlund, Mats; Adolfsson, Margareta

2016-01-01

The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs. Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICF-CY). The results show that the communication-related IEP goals contain information on multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a relatively small proportion of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communication-related IEP goals with a focus on interaction and participation in school activities.

Structured Intervention as a Tool to Shift Views of Parent-Professional Partnerships: Impact on Attitudes toward the IEP

ERIC Educational Resources Information Center

Mereoiu, Mariana; Abercrombie, Sarah; Murray, Mary M.

2016-01-01

The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child's potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex…

Individualized Education Programs for Students with Autism: Including Parents in the Process.

ERIC Educational Resources Information Center

Simpson, Richard L.

1995-01-01

The involvement of parents in developing individualized education programs (IEPs) for their children with autism is discussed. Essential components of IEP documents are outlined, and strategies that professionals can use to promote significant family involvement are considered. (Author/SW)

32 CFR Appendix B to Part 80 - Procedures for Special Educational Programs (Including Related Services) for Preschool Children...

Code of Federal Regulations, 2010 CFR

2010-07-01

... the regular physical education program available to students without disabilities unless: a. The... child or child with a disability needs specially designed physical education, as prescribed in his or her IEP. 4. If specially designed physical education services are prescribed in the IEP of a preschool...

The inadequacy of Individual Educational Program (IEP) goals for high school students with word-level reading difficulties.

PubMed

Catone, William V; Brady, Susan A

2005-06-01

This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic skills. IEPs from earlier points in the students' educations were also reviewed, as available. For 23 of the students, IEPs were present in the students' files for three time points: elementary school (ES), middle school (MS), and high school (HS). Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve their reading problems.

Examining the Quality of IEPs for Young Children with Autism

ERIC Educational Resources Information Center

Ruble, Lisa A.; McGrew, John; Dalrymple, Nancy; Jung, Lee Ann

2010-01-01

The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool's reliability; test the tool on a pilot sample of IEPs of young children; and examine…

Barriers to Full Participation in the Individualized Education Program for Culturally and Linguistically Diverse Parents

ERIC Educational Resources Information Center

Tamzarian, Arpi; Menzies, Holly M.; Ricci, Leila

2012-01-01

The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural…

How Well Does Your IEP Measure Up?: Quality Indicators for Effective Service Delivery.

ERIC Educational Resources Information Center

Twachtman-Cullen, Diane; Twachtman-Reilly, Jennifer

This book is intended to offer guidance in writing individualized education programs (IEPs) that deliver high-quality, need-based educational programming for students with autism spectrum disorders. Following an introductory historical overview of special education law, the remaining chapters in part 1 address the quality indicators for each of…

Form versus Function: Using Technology to Develop Individualized Education Programs for Students with Disabilities

ERIC Educational Resources Information Center

Wilson, Gloria Lodato; Michaels, Craig A.; Margolis, Howard

2005-01-01

This article discusses the use of IEP software applications from the perspectives of form (i.e., legally correct documents) and function (i.e., educationally appropriate individualized programs). The article provides an overview of the basic components of two fairly comprehensive IEP software programs and discusses the general strengths and…

Hearing Parents of Children with Hearing Loss: Perceptions of the IEP Process

ERIC Educational Resources Information Center

Stegman, Robin Fern

2016-01-01

Under federal guidelines, parents of school-aged children with hearing loss are required to attend an individualized education program (IEP) meeting on behalf of their child. However, it remains unclear how prepared hearing parents are to oversee development of IEPs that guarantee their children the best educational outcomes, as well as how much…

The Quality of IEP Objectives Associated with Placement on Integrated versus Segregated School Sites.

ERIC Educational Resources Information Center

Hunt, Pam; And Others

1986-01-01

Individualized education programs (IEPs) written for 18 severely disabled students (ages 4-19) who attended integrated school sites scored higher on selected indicators of best practices when compared with IEPs written for students attending segregated sites. IEPs were examined for age-appropriateness, functionality, and potential for…

An Analysis of Legal Hearings and Cases Related to Individualized Education Programs for Children with Autism.

ERIC Educational Resources Information Center

Etscheidt, Susan

2003-01-01

This article reviews 68 hearings and cases concerned with disputes regarding individualized education programs (IEPs) for students with disabilities. It concludes that IEP goals must be matched to evaluation data, team members must be qualified to develop programs, and the methodology selected must be able to assist the students in achieving…

Tablet Technology to Monitor Physical Education IEP Goals and Benchmarks

ERIC Educational Resources Information Center

Lavay, Barry; Sakai, Joyce; Ortiz, Cris; Roth, Kristi

2015-01-01

The Individual with Disabilities Education Act (IDEA) mandates that all children who are eligible for special education services receive an individualized education program (IEP). Adapted physical education (APE) professionals who teach physical education to children with disabilities are challenged with how to best collect and monitor student…

Going off Script: Structure and Agency in Individualized Education Program Meetings

ERIC Educational Resources Information Center

Bray, Laura E.; Russell, Jennifer Lin

2016-01-01

In this comparative case study, we draw from neoinstitutional and structuration theory to examine the individualized education program (IEP) meetings for five high school students identified with specific learning disabilities. Specifically, we examine how participants interacted during the IEP meetings and how learning, instruction, and…

Analysis of individualized education programs to quantify long-term educational needs following surgical intervention for single-suture craniosynostosis.

PubMed

Doshier, Laura J; Muzaffar, Arshad R; Deidrick, Kathleen Km; Rice, Gale B

2015-01-01

Single-suture craniosynostosis (SSC) is a common craniofacial condition with potential neurocognitive sequelae. To quantify any long-term functional academic and behavioural difficulties of children with SSC as indicated by the need for individualized education programs (IEPs), despite having undergone surgical treatment. Records of all school-age patients from 1992 to 2011 who underwent operative intervention for SSC were identified. Fifty-nine patients' guardians were contacted by telephone to provide informed consent for completion of a mailed standardized questionnaire querying demographic information as well as information regarding the patient's health, family and educational history; specifically whether the patient had ever been provided educational support as delineated in an IEP. The primary outcome measure was the history of the patient being assigned educational support as delineated in an IEP. Thirty-seven consenting guardians completed and returned the standardized questionnaire (response rate 62.7%). Twenty-one patients were male and 16 were female, with an age range of five to 14 years (mean age 10.2 years). Eleven (29.7%) patients had a previous history of or currently were receiving educational support delineated in an IEP. A higher proportion of school-age patients with a history of SSC (status postsurgical intervention) in the present study received educational support delineated in an IEP than the proportion of IEPs in the general student population of the United States (11.3%).

The Relationship of IEP Quality to Curricular Access and Academic Achievement for Students with Disabilities

ERIC Educational Resources Information Center

La Salle, Tamika P.; Roach, Andrew T.; McGrath, Dawn

2013-01-01

The purpose of this study was to investigate the quality of Individualized Education Programs (IEPs) and its influence on academic achievement, inclusion in general education classrooms, and curricular access for students with disabilities. 130 teachers from the state of Indiana were asked to submit the most recent IEP of one of their students in…

Are We Practicing What We Are Preaching? An Evaluation of Self-Determination Instructional Components in IEPs at a Midwestern High School

ERIC Educational Resources Information Center

Lopez, Nancy; Stoner, Julia B.

2017-01-01

Promoting self-determination in students with disabilities is recognized as an integral component of education today. For most students with disabilities, self-determination should be addressed through instruction and in the Individualized Education Program (IEP). Yet, IEPs are rarely evaluated to determine if goals targeting self-determination…

The Impact of Professional Development on the Quality of the Transition Components of IEPs

ERIC Educational Resources Information Center

Flannery, K. Brigid; Lombardi, Allison; Kato, Mimi McGrath

2015-01-01

Under the Individuals With Disabilities Education Act (IDEA), transition needs and services are to be discussed as part of the Individual Education Program (IEP) planning process, and decisions based on students' future goals are to be documented in the IEP. These transition requirements were included in IDEA in order to plan with the student,…

Building Strategically Aligned Individualized Education Programs for Transition

ERIC Educational Resources Information Center

Flannery, K. Brigid; Hellemn, Lisa A.

2015-01-01

The Individualized Education Programs (IEPs) for students 16 years of age or above must address specific transition components. Studies to date have focused on the presence and quality of these transition components, yet the alignment of these components and their role in leading the development of the IEP is just as critical. This qualitative…

Opinions of Prospective Classroom Teachers about Their Competence for Individualized Education Program (IEP)

ERIC Educational Resources Information Center

Debbag, Murat

2017-01-01

This research aims to determine the opinions of prospective classroom teachers about preparation and implementation of Individualized Education Program (IEP). In this study, a qualitative research method was used. The participants were 20 classroom-teaching students that had been selected through the purposive sampling method. In the study, the…

Advancing Inclusive Mathematics Education: Strategies and Resources for Effective IEP Practices

ERIC Educational Resources Information Center

Tan, Paulo

2017-01-01

Personal experiences promoting inclusive mathematics education for my own child have mostly been met with staunch resistance on the part of educators, and a resulting breakdown in collaborative efforts during individualized education program (IEP) meetings. However, I found that utilizing certain strategies and introducing innovative mathematics…

Teaching Students with Severe Disabilities in Inclusive Settings.

ERIC Educational Resources Information Center

Demchak, MaryAnn

1997-01-01

This booklet is designed to provide strategies for teaching students with severe disabilities in inclusive settings. Chapters address initial student-specific steps in planning for effective inclusive education, including developing the Individualized Education Program (IEP), targeting IEP objectives in the general education setting, and planning…

Music in the IEP: Therapy/Education.

ERIC Educational Resources Information Center

Alley, Jayne M.

1979-01-01

The article discusses the roles of music education and music therapy in special education, specifically with reference to the concept of the individualized education program (IEP) as mandated by the Education for All Handicapped Children Act (P.L. 94-142). Journal availability: National Association for Music Therapy, Inc., P.O. Box 610, Lawrence,…

In the Best Interests of the Child: Individualized Education Program (IEP) Meetings When Parents Are in Conflict

ERIC Educational Resources Information Center

Feinberg, Edward; Moses, Philip; Engiles, Anita; Whitehorne, Amy; Peter, Marshall

2014-01-01

Individual Education Program (IEP) teams are composed of diverse individuals, each bringing a unique set of experiences, knowledge, and skills to the table. Given this, it is not uncommon for team members to have different views on the special education and related services needs of the student whose plan is being developed. When divergent views…

The Effects of Using the Transition Planning Inventory and a Structured IEP Process as a Transition Planning Intervention on IEP Meeting Outcomes

ERIC Educational Resources Information Center

Rehfeldt, Jason D.; Clark, Gary M.; Lee, Steven W.

2012-01-01

This study examined two areas. First, the authors looked at whether secondary individualized education program (IEP) teams who used the "Transition Planning Inventory" (TPI) in conjunction with a structured IEP meeting that based discussions and decisions on TPI data as a planning intervention generated significantly more…

Analysis of individualized education programs to quantify long-term educational needs following surgical intervention for single-suture craniosynostosis

PubMed Central

Doshier, Laura J; Muzaffar, Arshad R; Deidrick, Kathleen KM; Rice, Gale B

2015-01-01

BACKGROUND: Single-suture craniosynostosis (SSC) is a common craniofacial condition with potential neurocognitive sequelae. OBJECTIVE: To quantify any long-term functional academic and behavioural difficulties of children with SSC as indicated by the need for individualized education programs (IEPs), despite having undergone surgical treatment. METHODS: Records of all school-age patients from 1992 to 2011 who underwent operative intervention for SSC were identified. Fifty-nine patients’ guardians were contacted by telephone to provide informed consent for completion of a mailed standardized questionnaire querying demographic information as well as information regarding the patient’s health, family and educational history; specifically whether the patient had ever been provided educational support as delineated in an IEP. The primary outcome measure was the history of the patient being assigned educational support as delineated in an IEP. RESULTS: Thirty-seven consenting guardians completed and returned the standardized questionnaire (response rate 62.7%). Twenty-one patients were male and 16 were female, with an age range of five to 14 years (mean age 10.2 years). Eleven (29.7%) patients had a previous history of or currently were receiving educational support delineated in an IEP. CONCLUSIONS: A higher proportion of school-age patients with a history of SSC (status postsurgical intervention) in the present study received educational support delineated in an IEP than the proportion of IEPs in the general student population of the United States (11.3%). PMID:25821770

How To Write an I.E.P. Third Edition.

ERIC Educational Resources Information Center

Arena, John

This handbook for regular and special education teachers, diagnosticians, administrators, parents, and others involved in the development and implementation of individualized education programs (IEPs) for students with disabilities, focuses on both the intent and spirit of the Individuals with Disabilities Education Act. Chapters cover the…

Project HAPI (Handicapped Achievement Program Improvement): Assessment plus Intervention equal I.E.P. A Handbook on How To Write an Individualized Education Program for Severe Disorders of Language, Including Aphasia and Other Speech-Language Handicapped (Communication Disorders). Book One.

ERIC Educational Resources Information Center

Chapman, Jean

The first of five handbooks developed by Project HAPI (Handicapped Achievement Program Improvement), a multimedia staff development program to help teachers and specialists write effective individualized education programs (IEPs), is in looseleaf workbook format and focuses on children with severe disorders of language, including aphasia and other…

Making the IEP Process Work for Students with Brain Injuries.

ERIC Educational Resources Information Center

Todis, Bonnie; Sohlberg, McKay Moore; Glang, Ann

This manual is designed to be used for any kind of student-centered planning for secondary students with brain injuries, including the Individualized Education Program (IEP) required for every student who is found eligible for special education. The manual provides questionnaires, observation forms, and procedures to help the education team gather…

Evaluating the Content of Individualized Education Programs and 504 Plans of Young Adolescents with Attention Deficit/Hyperactivity Disorder

PubMed Central

Spiel, Craig F.; Evans, Steven W.; Langberg, Joshua M.

2014-01-01

The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with Attention Deficit/Hyperactivity Disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of students’ present level of academic achievement and functional performance (PLAAFP) and targeted in the students’ measurable annual goals and objectives (MAGOs). In addition, we compared services to lists of recommended services provided by the U.S. Department of Education (ED) and reviews of evidence-based practices. Participants were 97 middle school students with ADHD, 61.9% with an IEP and 38.1% with a 504 Plan. Most (85%) IEP PLAAFP statements described nonacademic/behavior problems, but less than half had MAGOs targeting these areas of need. Services listed on IEPs and Section 504 Plans were frequently consistent with ED recommendations, but had little to no research supporting their effectiveness. In addition, services with evidence supporting benefit to students with ADHD were rarely included on IEPs or 504 Plans. Implications for special education policy and future directions are discussed. PMID:25485467

Investigation of Health Care Components in Transition IEPs

ERIC Educational Resources Information Center

Repetto, Jeanne B.; Jaress, Jennifer; Lindsey, Jenna; Bae, Jungah

2016-01-01

The purpose of this study was to assess the inclusion of health care components in transition Individualized Education Programs (IEPs) for students diagnosed with Other Health Impaired (OHI). In this study, we analyzed 50 IEPs of students with an OHI diagnosis to establish whether there are health-related components or other common health care…

Which Procedural Parts of the IEP Process Are the Most Judicially Vulnerable?

ERIC Educational Resources Information Center

Zirkel, Perry A.; Hetrick, Allyse

2017-01-01

To provide a missing piece to the legal foundation of professional development and practice for the individualized education program (IEP) process, the authors report the results of a comprehensive systematic analysis of court decisions specific to IEP-related procedural violations after the 2004 amendments of the Individuals With Disabilities…

Children with Special Health Needs in School: Developing an Individualized Educational Program (IEP) and an Individualized Health Care Plan (IHCP).

ERIC Educational Resources Information Center

Janz, Jan; And Others

This paper considers ways to help children with special health needs by utilizing the Individualized Education Program (IEP) and the Individualized Health Care Plan (IHCP). Results of a study which found a lack of necessary health information in school documents is summarized. The school nurse is seen as a pivotal person in the identification and…

Overseas Assignment of Sponsors who have Children with Disabilities Who Are Space-Required Students in the Department of Defense Dependents Schools (DoDDS)

DTIC Science & Technology

1992-03-01

reference (d)), general medical care is provided to family members on a space-available basis. 7. ’ndivuglzed Education Program. ( IEP ) A written document...participate in and benefit from his or her education. The IEP is further described in, and prepared under, reference (b). 8. pin oint Location. A specific...member the special education or related services required by an IEP or an evaluation required by DoD Instruction 1342.12 (reference (b)). 5. This

34 CFR 300.328 - Alternative means of meeting participation.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Programs, and Educational Placements Development of Iep § 300.328 Alternative means of meeting participation. When conducting IEP Team meetings and placement meetings pursuant to this subpart, and subpart E...

Enhancing Recognition of High Quality, Functional IEP Goals: A Training Activity for Early Childhood Special Education Staff

ERIC Educational Resources Information Center

Lucas, Anne; Gillaspy, Kathi; Peters, Mary Louise; Hurth, Joicey

2014-01-01

This training activity was created to support participants' understanding of the criteria needed to develop and write high quality, participation-based Individualized Education Program (IEP) goals. The term "functional" is often used to describe what goals ought to be, yet many Early Childhood Special Education (ECSE) staff (e.g.,…

Creating a "Win-Win IEP" for Students with Autism: A How-To Manual for Parents and Educators. Second Edition.

ERIC Educational Resources Information Center

Fouse, Beth

This book is intended to provide parents of students with autism with necessary information for the Individualized Education Program (IEP) process and includes relevant information from the 1997 Individuals with Disabilities Education Act. Chapters discuss the following topics: (1) introductory information; (2) definitions of autism, the basic…

Legal IEPs: A Common Sense Approach with Barbara Bateman. [Videotape].

ERIC Educational Resources Information Center

Council for Exceptional Children, Reston, VA. Div. for Learning Disabilities.

In this 2-hour videotape workshop designed for teachers, administrators, parents, and others, Dr. Barbara Bateman answers many key questions that have been raised about Individualized Education Programs (IEPs) since the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) and the 1999 regulations. The videotape reviews the…

The HAWK Highway: A Vertical Model for Student IEP Participation

ERIC Educational Resources Information Center

Quann, Monica; Lyman, Jennifer; Crumlish, Jamie; Hines, Sally; Williams, Lynn; Pleet-Odle, Amy; Eisenman, Laura

2015-01-01

Special educators at an inclusive career-technical high school created a model to support annually increasing expectations for self-determination and levels of student participation in Individualized Education Program (IEP) planning and implementation. The grade-specific components of the model and supporting context are described. Students were…

Promoting Self-Determination and Transition Planning Using Technology: Student and Parent Perspectives

ERIC Educational Resources Information Center

Van Laarhoven-Myers, Traci E.; Van Laarhoven, Toni R.; Smith, Thomas J.; Johnson, Heather; Olson, Justin

2016-01-01

Despite the Individuals With Disabilities Education Act's (IDEA) mandates for student involvement in the Individualized Education Program (IEP) process, several researchers have demonstrated limited student participation. One method for encouraging self-advocacy and active IEP participation is to teach students to communicate their hopes, dreams,…

Effective Assistive Technology Consideration and Implications for Diverse Students

ERIC Educational Resources Information Center

Jones, Vita L.; Hinesmon-Matthews, Lezlee J.

2014-01-01

Often the consideration of assistive technology devices and services during the individualized education program (IEP) process is overlooked. Because the Individuals with Disabilities Education Act (IDEA) authorized this consideration, IEP team members must be keenly aware of the importance they hold in providing this valuable input. Thus, IEP…

Substance Use and Special Education: Should We Pay Attention?

ERIC Educational Resources Information Center

Berg, Katherine; Eisenberg, Marla

2018-01-01

This study aims to identify the relationships between Individualized Education Program (IEP) status and substance use. More than 122,000 eighth-, ninth-, and eleventh-grade students provided survey data in 2013. Analyses tested associations between IEP status and tobacco, alcohol, and marijuana use, accounting for emotional distress and…

Let's Get Parents Ready for Their Initial IEP Meeting

ERIC Educational Resources Information Center

Hammond, Helen; Ingalls, Lawrence

2017-01-01

Parental participation in the initial Individual Education Program (IEP) meeting is a critical component of the process. Even though parents have rights to be equally involved in making decisions at the IEP meetings, frequently parents aren't prepared to be equal members on the team with school personnel. This study focused on a preparation…

Procedures for Determining Historical Full Costs. Technical Report 65. Second Edition.

ERIC Educational Resources Information Center

National Association of College and University Business Officers, Washington, DC.

The procedures form the costing component of the National Center for Higher Education Management Systems'"Information Exchange Procedures" (IEP). The IEP are a set of standard definitions and procedures for collecting information about disciplines and student degree programs, outcomes of instructional programs, and general institutional…

Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth. Full Report. NCEE 2017-4016

ERIC Educational Resources Information Center

Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha L.

2017-01-01

The National Longitudinal Transition Study (NLTS) 2012 is a national study of nearly 13,000 youth with and without an individualized education program (IEP). These students were chosen to represent all students with and without an IEP in the United States in grades 7 through 12 (or secondary ungraded classes). Among the youth with an IEP are…

Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth. Executive Summary. NCEE 2017-4017

ERIC Educational Resources Information Center

Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha L.

2017-01-01

The National Longitudinal Transition Study (NLTS) 2012 is a national study of nearly 13,000 youth with and without an individualized education program (IEP). These students were chosen to represent all students with and without an IEP in the United States in grades 7 through 12 (or secondary ungraded classes). Among the youth with an IEP are…

Evaluating the content of Individualized Education Programs and 504 Plans of young adolescents with attention deficit/hyperactivity disorder.

PubMed

Spiel, Craig F; Evans, Steven W; Langberg, Joshua M

2014-12-01

The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with attention deficit/hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of students' present level of academic achievement and functional performance (PLAAFP) and targeted in the students' measurable annual goals and objectives (MAGOs). In addition, we compared services with lists of recommended services provided by the U.S. Department of Education (ED) and reviews of evidence-based practices. Participants were 97 middle school students with ADHD, 61.9% with an IEP, and 38.1% with a 504 Plan. Most (85%) IEP PLAAFP statements described nonacademic/behavior problems, but fewer than half had MAGOs targeting these areas of need. Services listed on IEPs and Section 504 Plans were frequently consistent with ED recommendations, but had little to no research supporting their effectiveness. In addition, services with evidence supporting benefit to students with ADHD were rarely included on IEPs or 504 Plans. Implications for special education policy and future directions are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Annotated Bibliography of Strategies for Infusing Transition Skills into Academic Instruction

ERIC Educational Resources Information Center

Holzberg, Debra G.; Rusher, Dana E.

2017-01-01

Since 1990, transition planning has been a requirement under the Individuals with Disabilities Education Act (IDEA). Students receiving services under IDEA must have an individualized education program (IEP) with goals aligned to grade-level content standards. In addition, the IEP must ensure the student has the supports necessary, including…

Demystifying the IEP Process for Diverse Parents of Children with Disabilities

ERIC Educational Resources Information Center

Lo, Lusa

2012-01-01

The complicated individualized education program (IEP) process and annual team meetings can be very stressful for families of children with disabilities, especially for those whose primary language is not English and those who are unfamiliar with the American special education system. Cultural and language barriers and lack of information…

Guidelines for Successful Parent Involvement: Working with Parents of Students with Disabilities

ERIC Educational Resources Information Center

Staples, Kelli E.; Diliberto, Jennifer A.

2010-01-01

According to the Individuals With Disabilities Education Improvement Act (IDEA), school systems must ensure that the individualized education program (IEP) team includes the parent of the child with a disability. Teachers often report the challenges of getting parents to attend IEP meetings often assuming parents' lack of interest with involvement…

Using Curriculum-Based Measurement to Drive IEPs and Instruction in Written Expression

ERIC Educational Resources Information Center

Hessler, Terri; Konrad, Moira

2008-01-01

Setting meaningful individualized education program (IEP) goals and objectives is one of the challenges that special education teachers face. In written expression, this task is even more difficult. Not only is assessing writing a subjective and difficult endeavor, but writing itself is a complicated task. Because many students with disabilities…

Collaboration during IEP and IFSP Meetings in a Refugee Resettlement Community: Lessons from Cultural Liaisons

ERIC Educational Resources Information Center

Hurley, Jennifer J.; Clark, David W.; Fonseca-Foster, Katherine A.; Pyne, Sabina K.; Warren, Rachel A.

2017-01-01

Teachers working with refugee families who are culturally and linguistically diverse (CLD) and receiving special education services often rely on cultural liaisons to provide interpreter and translator services during Individualized Educational Program (IEP) and Individualized Family Service Plan (IFSP) meetings. The purpose of this qualitative…

Home, School, and the IEP. ESEA Title IV Part C Project Report, Final Evaluation Report, 1981-82.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

The "Home, School and the IEP (Individualized Education Program)" program was developed in order to provide counseling and training to the parents of autistic children in public schools in Brooklyn, New York, and to improve the behavior and achievement of the children themselves. This report briefly describes and evaluates the program in…

Disparity of care for children with parent-reported autism spectrum disorders.

PubMed

Harstad, Elizabeth; Huntington, Noelle; Bacic, Janine; Barbaresi, William

2013-01-01

Although children with autism spectrum disorders (ASDs) are eligible to receive special education services via an individualized education program (IEP), approximately 12% to 20% do not. Our objective was to determine which clinical and demographic characteristics are associated with IEP receipt among a nationally representative sample of children with ASD. Using data from the 2007 National Survey of Children's Health, we determined which clinical and demographic covariates are associated with IEP receipt for children ages 6 to 17 years with a current, parent-reported ASD diagnosis (n = 759). Logistic regression models were used to assess the association of covariates with IEP receipt. Application of weighting techniques made the findings representative of the noninstitutionalized population of US children 6 to 17 years old. In the weighted model, 90% of children with ASD receive an IEP. Maternal education level above high school (adjusted odds ratio [aOR] 4.08, P = .01) and presence of perceived need for coordination of care (aOR 3.62, P = .02) were associated with IEP receipt, while Hispanic children were less likely to receive an IEP compared with white children (aOR 0.12, P = .001). The following factors were not associated with IEP receipt: severity of ASD, speech, and behavior problems. For children with ASD in the United States, socioeconomic factors, not disability severity, are associated with IEP receipt. Future research should address methods to overcome this disparity in care. Health care providers may help to advocate for appropriate educational services for patients with ASD. Copyright © 2013 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

34 CFR 300.23 - Individualized education program team.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 2 2014-07-01 2013-07-01 true Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education program team. Individualized education program team or IEP Team means a group of individuals...

34 CFR 300.23 - Individualized education program team.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 2 2013-07-01 2013-07-01 false Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education program team. Individualized education program team or IEP Team means a group of individuals...

34 CFR 300.23 - Individualized education program team.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education program team. Individualized education program team or IEP Team means a group of individuals...

34 CFR 300.23 - Individualized education program team.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 2 2012-07-01 2012-07-01 false Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education program team. Individualized education program team or IEP Team means a group of individuals...

Parent Perspectives on the Individual Education Program Process and Product for the Child with Autism

ERIC Educational Resources Information Center

Brandt, Camille M.

2011-01-01

This study examined the perspectives of parents of children with autism receiving special education services in an upper Midwestern state. This study sought to determine parent perspectives of priorities for the child's IEP, parent perspectives of content of the child's IEP, and parent perspectives of their experiences at the school, comfort level…

The Role of the School Nurse in the Special Education Process: Part 2: Eligibility Determination and the Individualized Education Program.

PubMed

Shannon, Robin Adair; Yonkaitis, Catherine Falusi

2017-07-01

This is the second of two articles outlining the professional school nurse's role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse's role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlights the school nurse's vital and unique contribution to the subsequent special education steps of eligibility determination, IEP development, and special education services placement and minutes.

Comments from the Classroom: A Case Study of a Generation-1.5 Student in a University IEP and beyond

ERIC Educational Resources Information Center

Vasquez, Camilla

2007-01-01

This case study examines the patterns of participation of one US-educated refugee student in a university intensive English program (IEP). Specifically, I illustrate how the focal student used her advanced oral proficiency and prior experience with US educational norms and practices to engage in various interactional behaviours, such as shifting…

International Education Programs: Access to the World and Its Languages

ERIC Educational Resources Information Center

Office of Postsecondary Education, US Department of Education, 2012

2012-01-01

The International Education Programs Service (IEPS) administers 14 education programs. These programs are complementary in nature and designed to benefit a variety of audiences through training programs, research, start-up or enhancement projects, and fellowships. This paper provides brief descriptions of these programs.

Individualized Education Program (IEP) Planning Guide for Special Education Students Entering High School Vocational Education Programs.

ERIC Educational Resources Information Center

Burrell, Lewis P.

This guide is designed to assist school program planners who are working with mainstreamed special education students in vocational education programs. The guide, covering grades 11 and 12, contains vocational program goals, objectives, and evaluation measures for 30 secondary vocational education programs in 15 curriculum areas, as well as for…

IEP Common Talk. PAGE Bulletin.

ERIC Educational Resources Information Center

Pennsylvania Association for Gifted Education, Norristown.

This bulletin presents basic information for parents about identification and services for gifted students in Pennsylvania. Written in a question and answer format, the bulletin addresses the following concerns: the Individualized Education Program (IEP) required for all exceptional students in the state; the multi-disciplinary evaluation process;…

A Comparison of American Indian and Non-American Indian Parental Involvement in the IEP Process: Perceived Needs for Involvement and Training. Final Report.

ERIC Educational Resources Information Center

Gajar, Anna; Matuszny, Rose Marie

This final report discusses the activities and outcomes of a study that investigated the involvement of American Indian/Alaska Native (AI/AN) and non-American Indian/Alaska Native parents of children with disabilities in the general educational and Individualized Education Program (IEP) processes, and the specific needs of parents that would…

Business and International Education Program

ERIC Educational Resources Information Center

Office of Postsecondary Education, US Department of Education, 2012

2012-01-01

This paper presents an overview of the Business and International Education Program of the International Education Programs Service (IEPS). This program provides funds to institutions of higher education that enter into an agreement with a trade association, a business, or both for the purpose of improving business curriculum and as a means of…

Increasing Student Involvement in IEPs

ERIC Educational Resources Information Center

Nolan-Spohn, Hannah

2016-01-01

In this article, the author proposes that students who led their Individual Education Program (IEP) meetings were better informed about their own disabilities, rights, and accommodations, and that the act of leading the meeting resulted in improved self-advocacy and self-confidence. Also, in understanding their list of accommodations and…

The Use of a Rubric as a Tool to Guide Pre-Service Teachers in the Development of IEPs

ERIC Educational Resources Information Center

Rosas, Clarissa E.; Winterman, Kathleen G.

2012-01-01

The challenge of developing Individualized Education Program documents that are representative of a team decision making process and are in compliance with IDEA 2004 is well documented in the literature. One of the main objectives of IEPs is to serve as the foundation of a child's academic program. Inclusion of children with disabilities in the…

IEP Documentation for Effective Systematic Facilitation

ERIC Educational Resources Information Center

Eng, Peng-Sim

2015-01-01

This paper discusses how the process for IEP documentation was used in a training program for a group of young inexperienced teachers and teaching aides to effectively address the educational needs of children with diverse disabilities. Teachers at Kianh Centre in Vietnam received explicit instructions for writing effective functional individual…

A Dynamic Community of Discovery: Planning, Learning, and Change

ERIC Educational Resources Information Center

Gordon, Michelle; Ireland, Martha; Wong, Mina

2011-01-01

Ryerson University's Prior Learning and Competency Evaluation and Documentation (PLACED) program is funded by the Government of Ontario to engage internationally educated professionals (IEPs), employers, and regulatory/occupational bodies in the use of competency-based practices. In 2008, the authors created a self-assessment tool for IEPs that…

Individualized Education Program Development Among Racially/Ethnically Diverse Children and Adolescents with Health Conditions.

PubMed

Hinojosa, Melanie Sberna; Hinojosa, Ramon; Nguyen, Jennifer; Bright, Melissa

2017-03-01

Background Black, Hispanic, and low income children bear a greater burden of chronic health conditions compared to wealthier white counterparts. Under federal law, schools provide services to children when their health conditions impair learning. These school services, called individualized education programs (IEPs) can reduce disparities in school outcomes. This paper examines the extent to which children with health conditions have an IEP plan, an important first step in understanding service utilization. Method Andersen's Behavioral Model was used to examine IEP plan presence by using the 2012 National Survey of Children's Health. School aged children (6-17), with at least one health condition (N = 16,496) were examined using multivariable logistic regression analysis to understand predisposing (age, sex, race/ethnicity), enabling (family and neighborhood), and need (health related) factors as predictors of having an IEP plan. Race/ethnicity interaction terms tested for moderating effects of race/ethnicity on the relationship between predisposing, enabling and need factors and having an IEP plan. Results Hispanic children were 93.4 % (OR = .066) less likely and Black children were 87.9 % (OR = .121) less likely to have an IEP plan compared to White children. Black, Hispanic, and Multiracial children were more likely to have an IEP plan if they had more family and neighborhood resources (OR range 1.37-1.62) and greater health needs and health care needs (OR range 1.29-2.57). Conclusion The Behavioral Model was useful in predicting the presence of IEP plans among racially/ethnically diverse children with health conditions as an important step in understanding disparities in healthcare access in schools.

Handbook of Procedural Guidelines for Implementation of Special Education Curriculum: Critical Skills/Community-Based and Special Education Curriculum Guide.

ERIC Educational Resources Information Center

Riverside County Office of Education, CA. Div. of Special Schools and Services.

The special education procedural handbook and the special education curriculum guide provide guidelines for teachers and other school personnel. The procedural handbook covers the following areas: individual education program process (IEP) and program placement, individual education program team, administrative placements, parent interviews,…

Collaboratively Crafting Individualized Education Program Goals for Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Jozwik, Sara L.; Cahill, Alice; Sánchez, Gilberto

2018-01-01

Individualized education programs (IEPs) reflect the spirit of individualized instruction that lies at the heart of special education. Quality annual goal statements, which propel the implementation of special education programming, use clear language to communicate measurable, meaningful, and standards-aligned expectations to all members of the…

34 CFR 303.148 - Transition to preschool programs.

Code of Federal Regulations, 2010 CFR

2010-07-01

... evaluations of children. • The development and implementation of an individualized education program (“IEP... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND... procedures to be used to ensure a smooth transition for children receiving early intervention services under...

34 CFR 303.148 - Transition to preschool programs.

Code of Federal Regulations, 2011 CFR

2011-07-01

... evaluations of children. • The development and implementation of an individualized education program (“IEP... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND... procedures to be used to ensure a smooth transition for children receiving early intervention services under...

Individual Education Programs for Adapted Physical Education

ERIC Educational Resources Information Center

Conatser, Phillip; Summar, Cliff

2004-01-01

This article discusses how the Individuals with Disabilities Education Act (IDEA) and Section 504, least restrictive environment (LRE) relate to physical education placement and services. More specifically, the Individual Education Program (IEP) is explained with suggestions for initial screening, referral, and assessment. Ten levels of service…

Mapping the Growth of Statewide Voucher Programs in the United States. Informing Policy and Improving Practice. Policy Brief

ERIC Educational Resources Information Center

Cierniak, Katherine; Stewart, Molly; Ruddy, Anne-Maree

2015-01-01

This brief focuses solely on currently operating statewide, general education voucher programs which have income eligibility requirements. In this brief, students in a general education program refer to students whose education is not guided by an Individualized Education Program (IEP). The term general education (classroom, curriculum, setting)…

Implementing IEP or 504 Goals and Objectives into General Physical Education: What Does the Physical Educator Do when a Student with a Disability Has Goals and Objectives that Differ from the Class Goals and Objectives?

ERIC Educational Resources Information Center

Kowalski, Ellen; Lieberman, Lauren; Pucci, Gina; Mulawka, Carin

2005-01-01

Pierre, a second-grade student, has cerebral palsy and uses a wheelchair to ambulate. He is very social and enjoys interaction with his peers. Pierre has a paraeducator named Maria, who is assigned to assist him. His Individualized Education Program (IEP) goals were independence in ambulation, fine motor skills, and flexibility. His special…

Receipt of special education services following elementary school grade retention.

PubMed

Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

2009-06-01

To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Longitudinal cohort study. Children retained in kindergarten or first (K/1) grade and third grade, presumably for academic reasons, were followed up through fifth grade. Presence or absence of an IEP. A total of 300 children retained in K/1 and 80 retained in third grade were included in the study. Of the K/1 retainees, 68.9% never received an IEP during the subsequent 4 to 5 years; of the third-grade retainees, 72.3% never received an IEP. Kindergarten/first-grade retainees in the highest quintile for socioeconomic status and those with suburban residence were less likely to receive an IEP than retained children in all other socioeconomic status quintiles (adjusted odds ratio, 0.17; 95% confidence interval, 0.05-0.62) and in rural communities (0.16; 0.06-0.44). Among K/1 retainees with persistently low academic achievement in math and reading, as assessed by standardized testing, 38.2% and 29.7%, respectively, never received an IEP. Most children retained in K/1 or third grade for academic reasons, including many of those who demonstrated sustained academic difficulties, never received an IEP during elementary school. Further studies are important to elucidate whether retained elementary schoolchildren are being denied their rights to special education services. In the meantime, early-grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties.

The Receipt of Special Education Services Following Elementary School Grade Retention

PubMed Central

Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

2009-01-01

Objective To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Design/setting Descriptive analysis of a nationally representative, longitudinal cohort. Participants Children retained in K/1 and 3rd grade for presumed academic reasons, followed through fifth grade. Outcome measure Presence or absence of an IEP. Results 300 children retained for presumed academic reasons in K/1, and 80 in 3rd grade were included in the study. Of the K/1 retainees, 68% never received an IEP over the subsequent four to five years; of the 3rd grade retainees, 73% never received an IEP. K/1 retainees in the highest SES quintile and suburban K/1 retainees were less likely to receive an IEP than retained children in all other SES quintiles (aOR 0.17; 95% CI 0.05-0.62) and in rural communities (aOR 0.16; 95% CI 0.06-0.44), respectively. Among K/1 retainees with persistent low academic achievement in reading and math (as assessed by standardized testing), 37% and 28%, respectively, never received an IEP. Conclusions The majority of children retained in K/1 or 3rd grade for academic reasons, including a many of those who demonstrate sustained academic difficulties, never receive an IEP during elementary school. Further studies are important to elucidate whether retained elementary school children are being denied their rights to special education services. In the meantime, early grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties. PMID:19487611

Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

ERIC Educational Resources Information Center

Cavendish, Wendy; Connor, David

2018-01-01

This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…

The Essential and Interrelated Components of Evidenced-Based IEPs: A User's Guide

ERIC Educational Resources Information Center

Hauser, Marc D.

2017-01-01

Individualized education program (IEP) goals and objectives often provide illogical or insufficient methodological detail (e.g., Capizzi, 2008). Insufficient methods can lead to ambiguity among the staff members responsible for data collection or to data that fail to take into account factors that can affect performance or behavioral expression…

What Do Parents of Children with Autism Spectrum Disorders Think?

ERIC Educational Resources Information Center

Thompson, Catherine Creighton

2014-01-01

The purpose of this mixed methods study was to better understand the perspectives of parents with children who are diagnosed with autism spectrum disorders regarding the Individualized Education Program (IEP) process, and interventions implemented to help their child meet IEP goals. The web-based survey included both closed and open-ended items.…

Parental and Professional Participation in the IEP Process: A Comparison of Discourses

ERIC Educational Resources Information Center

Harris, Apollos Ramon

2010-01-01

This study examined the participation styles of nine parents while attending Individual Educational Program (IEP) meetings for their children. The nine parents consisted of three parents from a suburban school district, three parents from a rural school district, and three parents from an urban school district. Data collection through videotaping…

Adaptive Physical Education: Instructional Module for Special Education Minors.

ERIC Educational Resources Information Center

Smyser, Sheryl; And Others

This module is designed to familiarize students preparing to be special education teachers with the physical needs of the exceptional student. Information is given on how to structure an adaptive physical education program designed to meet those needs, including development of an individualized education program (IEP). The module covers such…

Unique Considerations for Assessing the Learning Media of Students Who Are Deaf-Blind

ERIC Educational Resources Information Center

McKenzie, Amy R.

2009-01-01

The use of current assessment results is an essential part of the Individualized Education Program (IEP) process for students with disabilities. The results of assessments allow the IEP team to write accurate statements of present levels of performance and thus student-centered goals and objectives. For students with visual impairments, including…

Has Technology Been Considered? A Guide for IEP Teams. CASE/TAM Assistive Technology Policy and Practice Series.

ERIC Educational Resources Information Center

Chambers, A. C.

This guide compiles information essential to a working knowledge of assistive technology for children with disabilities. It addresses the definition of assistive technology and provides information on laws which direct the provision of assistive technology. The manual provides a framework to guide the Individualized Education Program (IEP) team as…

Individualized Education Programs for Youth with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Wilczynski, Susan M.; Menousek, Kathryn; Hunter, Melissa; Mudgal, Dipti

2007-01-01

Children with Autism Spectrum Disorders (ASD) present with a broad array of deficits and excesses that require educational intervention. The Individualized Education Program (IEP) serves as the blueprint for educational intervention but it can sometimes be difficult to identify which goals and objectives should be addressed with this population.…

Understanding the Everyday Practice of Individualized Education Program Team Members

ERIC Educational Resources Information Center

Hartmann, Elizabeth S.

2016-01-01

The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about…

Free Appropriate Public Education (FAPE): Special Education and Related Services. Issues in Education. Technical Assistance Bulletin.

ERIC Educational Resources Information Center

Missouri State Dept. of Elementary and Secondary Education, Jefferson City. Div. of Special Education.

This bulletin provides guidance and direction to Missouri local education agencies (LEAs) and Individualized Education Program (IEP) teams regarding the U.S. Office of Special Education Program's findings that indicated Missouri students with disabilities were not always receiving all of the special education and related services that were…

77 FR 46658 - Proposed Priority; Technical Assistance To Improve State Data Capacity-National Technical...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-06

... percent of youth with individualized education programs (IEPs) graduating with a regular high school... 100,000 schools through EDFacts. \\4\\ Education Department General Administrative Regulations (EDGAR... Department programs (e.g., Consolidated State Performance Report under the Elementary and Secondary Education...

Parent Feedback about Individualized Education Program Team Meetings for Students in Kindergarten through Grade 12

ERIC Educational Resources Information Center

Cooper-Martin, Elizabeth; Wilson, Heather M.

2014-01-01

This report presents parent feedback from a study that focused on experiences at Individualized Education Program (IEP) team meetings and also explored parent satisfaction with delivery of special education services. The study included all parents of Montgomery County (Maryland) Public Schools (MCPS) students who had educational disabilities, were…

The effect of cognitive education on the performance of students with neurological developmental disabilities.

PubMed

Jepsen, Ruthanne H; VonThaden, Karen

2002-01-01

A cognitive education program was developed to facilitate acquisition of cognitive skills and address the learning deficits of adolescent students with neurological, developmental disabilities, and autism. This study examined the outcomes of incorporating mediated cognitive education into special education classrooms. Cognitive education provided cognitive training utilizing REHABIT materials through mediated teaching. Following a matched pair model, forty-six students were assigned to either a treatment or a control group. All students received weekly instruction in Individual Educational Program (IEP) goals. Curriculum areas included IEP objectives in reading, math, social skills, health, science and social studies. Students in the control group received regular classroom instruction. Students in the treatment group participated in cognitive educated one hour per week replacing thirty minutes of reading and thirty minutes of math. Pre and posttest comparisons on measures of intelligence, achievement and adaptive behavior showed those students in the treatment group attained higher scores across measures.

Knowing What to Expect: Introducing Preservice Teachers to IEP Meetings

ERIC Educational Resources Information Center

Werts, Margaret Gessler; Mamlin, Nancy; Pogoloff, Susan Mayfield

2002-01-01

More than five million IEP conferences are conducted each year. Despite the number of meetings, many IEPs are not educationally useful or legally correct. A common concern for principals and special education directors hiring new special education teachers is their lack of information concerning IEP development and experience establishing parent…

How Individualised Are the Individualised Education Programmes (IEPs): An Analysis of the Contents and Quality of the IEPs Goals

ERIC Educational Resources Information Center

Sanches-Ferreira, Manuela; Lopes-dos-Santos, Pedro; Alves, Sílvia; Santos, Miguel; Silveira-Maia, Mónica

2013-01-01

The Individualised Education Programme (IEP) is a fundamental document that describes all educational responses to the additional support needs of students, setting up the guideline for their learning and developmental experiences. Specifically, the IEP goals represent the personal destination translated into desirable behaviours and skills that…

The Impact of Vocational Assessment Information on the Individualized Education Planning Process. Supporting Curriculum-Based Assessment.

ERIC Educational Resources Information Center

Stodden, Robert A.; And Others

1989-01-01

Educational records of 127 secondary students with disabilities were reviewed to assess impact of vocational assessment information in Individualized Education Plan (IEP) development process. Results focus on the impact of information on the number of IEP vocational goals and objectives written, kinds of IEP items written, and number of IEP goals…

45 CFR 1308.19 - Developing individualized education programs (IEPs)

Code of Federal Regulations, 2011 CFR

2011-10-01

... information from developmental assessment, observations and parent reports, are considered in making the... the provision of special education services; (2) The child's teacher or home visitor; (3) One or both...

45 CFR 1308.19 - Developing individualized education programs (IEPs)

Code of Federal Regulations, 2012 CFR

2012-10-01

... information from developmental assessment, observations and parent reports, are considered in making the... the provision of special education services; (2) The child's teacher or home visitor; (3) One or both...

45 CFR 1308.19 - Developing individualized education programs (IEPs)

Code of Federal Regulations, 2013 CFR

2013-10-01

... information from developmental assessment, observations and parent reports, are considered in making the... the provision of special education services; (2) The child's teacher or home visitor; (3) One or both...

45 CFR 1308.19 - Developing individualized education programs (IEPs)

Code of Federal Regulations, 2014 CFR

2014-10-01

... information from developmental assessment, observations and parent reports, are considered in making the... the provision of special education services; (2) The child's teacher or home visitor; (3) One or both...

45 CFR 1308.19 - Developing individualized education programs (IEPs)

Code of Federal Regulations, 2010 CFR

2010-10-01

... information from developmental assessment, observations and parent reports, are considered in making the... the provision of special education services; (2) The child's teacher or home visitor; (3) One or both...

Engaging Students and Parents in Transition-Focused Individualized Education Programs

ERIC Educational Resources Information Center

Cavendish, Wendy; Connor, David J.; Rediker, Eva

2017-01-01

The reauthorizations of the Individuals With Disabilities Education Act emphasize that students and parents are to be considered equal partners in the individualized education program (IEP) process. This article addresses how to move from compliance with the law to facilitating meaningful involvement of high school students and their parents in…

Perceptions of Self-Determination by Special Education and Rehabilitation Practitioners Based on Viewing a Self-Directed IEP versus an External-Directed IEP Meeting

ERIC Educational Resources Information Center

Branding, Dave; Bates, Paul; Miner, Craig

2009-01-01

This study investigated perception of self-determination by special education and rehabilitation practitioners following their exposure to a videotaped simulation of a self-directed IEP meeting and an external-directed IEP meeting involving an adolescent with mild mental retardation. Groups of special education practitioners and rehabilitation…

A Scenario-Based Virtual Patient Program to Support Substance Misuse Education.

PubMed

Zlotos, Leon; Power, Ailsa; Hill, Duncan; Chapman, Paul

2016-04-25

Objective. To evaluate virtual patient (VP) programs for injecting equipment provision (IEP) and opiate substitution therapy (OST) services with respect to confidence and knowledge among preregistration pharmacist trainees. Methods. Preregistration trainee pharmacists pilot-tested the VP programs and were invited to complete pre/post and 6-month assessments of knowledge and perceived confidence. Results. One hundred six trainees participated and completed the pre/postassessments. Forty-six (43.4%) participants repeated the assessments at six months. Scores in perceived confidence increased in all domains at both time points postprogram. Knowledge scores were greater posteducation than preeducation. Knowledge scores were also greater six months after education than preeducation. Knowledge scores at six months were lower than posteducation for both programs. Conclusion. Virtual patients programs increased preregistration pharmacists' knowledge and confidence with regard to IEP and OST immediately after use and at six months postprogram. There was a loss of clinical knowledge over time but confidence change was sustained.

Behavioral Intervention Plans: Pedagogical and Legal Analysis of Issues

ERIC Educational Resources Information Center

Etscheidt, Susan

2006-01-01

Both law and pedagogy require that educators address behavior interfering with educational progress for students with disabilities. The reauthorized Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and its predecessor, the Individuals with Disabilities Education Act (IDEA, 1997a), require individualized education program (IEP)…

What Does the Law Say?

ERIC Educational Resources Information Center

Zirkel, Perry A.

2009-01-01

In this article the author provides legal explanations to the following concerns: (1) Free Appropriate Public Education (FAPE) and Individualized Education Programs (IEPs); (2) Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs); (3) Manifestation Determinations under Individuals with Disabilities Education Act (IDEA);…

A Narrative Inquiry into Corporate Unknowns: Faculty Experiences Concerning Privatized-Partnership Matriculation Pathway Programs

ERIC Educational Resources Information Center

Winkle, Carter Allen

2011-01-01

Host universities of Intensive English Programs (IEPs) commonly found on university campuses as a means to preparing English language learners (ELL) for tertiary education are being targeted by for-profit educational service providers for privatized partnerships. Partnership agreements generally include provisions for assumption of international…

Compliance and Practices in Transition Planning: A Review of Individualized Education Program Documents

ERIC Educational Resources Information Center

Landmark, Leena Jo; Zhang, Dalun

2013-01-01

This study examined the extent to which transition components of students’ Individualized Education Programs (IEPs) were compliant with IDEIA 2004; the extent to which transition components provided evidence of best practices; the association among disability, ethnicity, compliance, and practices; and the relationship between compliance and best…

Factors Considered in Determining Educational Setting for Students with Emotional Disturbance

ERIC Educational Resources Information Center

Hoge, Matthew

2013-01-01

The present study identified factors influencing determination of educational setting for students with Emotional Disturbance (ED). Determination of most appropriate educational setting, a key provision of students' individualized education programs (IEP) continues to be one the most contentious issues in special education. Focus group interviews…

77 FR 4998 - List of Correspondence

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-01

... from the U.S. Department of Education (Department) received by individuals during the previous quarter... Education and Student Services, Assistant Superintendent, H. Douglas Cox, clarifying when it would be permissible for a student's individualized education program (IEP) to include a postsecondary goal or goals...

Parent/Educator Meetings Can Work for Your Child.

ERIC Educational Resources Information Center

Rothschild, Ilene; Bianchi, Julia

1986-01-01

Parents have a real opportunity to influence their child's education through participation in the Committee on the Handicapped process which includes referral, evaluation, Individualized Education Program (IEP) planning and review. Specific guidelines for parent participation in this process are discussed, including parent/teacher conferences,…

Effects of Using a Web-Based Individualized Education Program Decision Making Tutorial

ERIC Educational Resources Information Center

Shriner, James G.; Carty, Susan J.; Rose, Chad A.; Shogren, Karrie A.; Kim, Myungjin; Trach, John S.

2013-01-01

This study explored the effects of a web-based decision support system ("Tutorial") for writing standards-based Individualized Education Programs (IEPs). A total of 35 teachers and 154 students participated across two academic years. Participants were assigned to one of three intervention groups based on level of "Tutorial"…

Effects of Using a Web-Based Individualized Education Program Decision-Making Tutorial

ERIC Educational Resources Information Center

Shriner, James G.; Carty, Susan J.; Rose, Chad A.; Shogren, Karrie A.; Kim, Myungjin; Trach, John S.

2013-01-01

This study explored the effects of a web-based decision support system ("Tutorial") for writing standards-based Individualized Education Programs (IEPs). A total of 35 teachers and 154 students participated across two academic years. Participants were assigned to one of three intervention groups based on level of "Tutorial"…

An Analysis of Individualized Education Program Goals Selected for Learning-Disabled Students.

ERIC Educational Resources Information Center

McCormick, Paula K.; Fisher, Maurice D.

The study was designed to analyze the types and frequencies of individualized education program (IEP) goals selected for 102 elementary learning disabled students in resource rooms (LDR) and 94 learning disabled students in self-contained classrooms (LDSC) and to compare the learning disabilities teachers' assessments of progress made on the goals…

Development of a Competency-Based Vocational Education IEP Model. Final Report.

ERIC Educational Resources Information Center

Bloomsburg Univ., PA.

A project completed and field tested the concept of vocational instructors and special educators jointly planning curriculum objectives for the handicapped/special needs learner. The diagnostic-prescriptive individualized education (IEP) model developed at Bloomsburg University (Pennsylvania) or IEP Planner was used. Eight occupational areas were…

Special Education Curriculum (Computerized IEP Catalog).

ERIC Educational Resources Information Center

Garland Independent School District, TX.

This special education curriculum, developed by the Garland (Texas) Independent School District, outlines the basic tools for preparing an Individual Educational Plan (IEP) for each handicapped student. The curricular information is organized and coded to facilitate computerized printing of the IEP. The document begins with a list of 13…

Regular Education Initiative: The General Educator's Responsibility.

ERIC Educational Resources Information Center

Kolliopoulos, Theofani

This report discusses the Regular Education Initiative (REI) and how it is currently being implemented in a middle school in Illinois, how it potentially benefits students, and how to promote use of accommodations by all teachers. Accommodations and modification appropriate to the Individualized Education Programs (IEPs) of nine students with…

Attitudes of Special Education Teachers and School Psychologists toward Individualized Education Plan IEPs Developed Using Traditional Assessments versus IEPs Developed Using a Multiple Intelligence Assessment

ERIC Educational Resources Information Center

Alhajri, Meshari A SH A.

2011-01-01

The purpose of this research was to determine the usefulness of Multiple Intelligence for educational planning for students in special education. More specifically, this study applied the Multiple Intelligences Developmental Assessment Scales (MIDAS) to a sample of students receiving special education services who had IEPs developed using…

Honorable Intentions: A Parent's Guide to Educational Planning for Children with Emotional or Behavioral Disorders.

ERIC Educational Resources Information Center

Jordan, Dixie

This guide to help parents work in collaboration with the school team to enhance the education of their children with emotional or behavioral disorders considers special education and related services, special education evaluation, the individualized education program (IEP), school rules and policies, day treatment, residential placement,…

34 CFR 300.324 - Development, review, and revision of IEP.

Code of Federal Regulations, 2011 CFR

2011-07-01

... mode; and (v) Consider whether the child needs assistive technology devices and services. (3... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education.... (a) Development of IEP—(1) General. In developing each child's IEP, the IEP Team must consider— (i...

34 CFR 300.324 - Development, review, and revision of IEP.

Code of Federal Regulations, 2013 CFR

2013-07-01

... mode; and (v) Consider whether the child needs assistive technology devices and services. (3... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education.... (a) Development of IEP—(1) General. In developing each child's IEP, the IEP Team must consider— (i...

34 CFR 300.324 - Development, review, and revision of IEP.

Code of Federal Regulations, 2012 CFR

2012-07-01

... mode; and (v) Consider whether the child needs assistive technology devices and services. (3... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education.... (a) Development of IEP—(1) General. In developing each child's IEP, the IEP Team must consider— (i...

34 CFR 300.324 - Development, review, and revision of IEP.

Code of Federal Regulations, 2010 CFR

2010-07-01

... mode; and (v) Consider whether the child needs assistive technology devices and services. (3... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education.... (a) Development of IEP—(1) General. In developing each child's IEP, the IEP Team must consider— (i...

34 CFR 300.324 - Development, review, and revision of IEP.

Code of Federal Regulations, 2014 CFR

2014-07-01

... mode; and (v) Consider whether the child needs assistive technology devices and services. (3... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education.... (a) Development of IEP—(1) General. In developing each child's IEP, the IEP Team must consider— (i...

A Case Study: Achievement Studies of Persistent, Transitional, and Transient Populations within the Blitz Program Model at a Large Midwestern Elementary School

ERIC Educational Resources Information Center

Ramey, Jackie D.

2013-01-01

The United States' Public Education system shared concerns regarding declining achievement results across the nation. Numerous research studies suggested significant correlations to various variables, such as, SES (Socio-Economic Status), LEP (Limited English Proficiency), IEP (Individualized Educational Programs), ethnicity, and student mobility.…

Language Interpretation for Diverse Families: Considerations for Special Education Teachers

ERIC Educational Resources Information Center

More, Cori M.; Hart, Juliet E.; Cheatham, Gregory A.

2013-01-01

The special education field is challenged by a lack of attention to and recruitment of well-trained language interpreters in schools. As such, special education teachers need to take a leadership role in working with interpreters to ensure diverse families are collaborative members of individualized education program (IEP) teams. Using the…

The Legal Context for Serving Students with Learning Disabilities in Postsecondary Education

ERIC Educational Resources Information Center

Keenan, Walter R.; Shaw, Stan F.

2011-01-01

The legal basis for serving students with learning disabilities at the K-12 level is predominantly derived from the Individuals with Disabilities Education Act (IDEA). This federal law provides for substantive education support for students with learning disabilities through an Individualized Educational Program (IEP). However, because the IDEA…

Supporting Youth with Disabilities To Access and Succeed in Postsecondary Education: Essentials for Educators in Secondary Schools. Issue Brief.

ERIC Educational Resources Information Center

Stodden, Robert A.; Conway, Megan A.

This information brief on the successful transition of students with disabilities to postsecondary educational settings focuses on the importance of the student's full participation in the Individualized Education Program (IEP) process during secondary school and the student's developing understanding of differences between secondary and…

Parents' Experiences with the IEP Process: Considerations for Improving Practice

ERIC Educational Resources Information Center

Reiman, John W.; Beck, Laura; Coppola, Teresa; Engiles, Anita

2010-01-01

Since 1975 active parent participation in all aspects of educational programming for students receiving special education services has been legally mandated, initially with the Education for All Handicapped Children Act (PL 94-142), then in 1990 with the Individuals with Disabilities Education Act (IDEA) (PL 102-119), and most recently with the…

Haitian Parents' Experiences with the IEP Process and Their Involvement in the Special Education Program

ERIC Educational Resources Information Center

Mahotiere, Margarette

2013-01-01

Current literature and recent legislation advocate parental involvement in education as "best subsequent reauthorizations practice." The Individuals with Disabilities Education Act (IDEA) Amendment of 1997 and its promote parental participation in the special education process by requiring schools to consider parents as equal partners in…

34 CFR 300.320 - Definition of individualized education program.

Code of Federal Regulations, 2010 CFR

2010-07-01

... of study) needed to assist the child in reaching those goals. (c) Transfer of rights at age of..., the IEP must include a statement that the child has been informed of the child's rights under Part B... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education...

Post Advanced Technology Implementation Effects on School Psychologist Job Performance

ERIC Educational Resources Information Center

Hobson, Rana Dirice

2017-01-01

The technology acceptance model (TAM) has been widely used to assess technology adoption in business, education, and health care. The New York City Department of Education (NYCDOE) launched a web-based Individualized Educational Program (IEP) system for school psychologists to use in conducting evaluations and reviews. This quantitative study…

Getting Involved in the IEP Process

ERIC Educational Resources Information Center

Kowalski, Ellen; Lieberman, Lauren J.; Daggett, Sara

2006-01-01

Although, in many districts, physical educators are integral members of the Individualized Education Program (designed for students with disabilities such as Down syndrome and autism), in other districts, physical educators are only partially involved in the process or are not given the opportunity to be involved at all. However, the physical…

How to Determine the Least Restrictive Environment for Students with Disabilities

ERIC Educational Resources Information Center

Rozalski, Michael; Stewart, Angie; Miller, Jason

2010-01-01

The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities be educated with peers without disabilities "to the maximum extent appropriate." When the individualized education program (IEP) team is reviewing the student's current performance, establishing the student's goals, and determining the services that the…

Individualizing Deaf Education Services: More Important than Ever Before

ERIC Educational Resources Information Center

DesGeorges, Janet

2013-01-01

The Individuals with Disabilities Education Act (IDEA) has always had "individual" as part of its spirit and its letter. However, as a parent and an advocate who has attended many Individualized Education Program (IEP) meetings, Janet DesGeorges has discovered that getting to "individual" can sometimes be a challenge,…

A Scenario-Based Virtual Patient Program to Support Substance Misuse Education

PubMed Central

Power, Ailsa; Hill, Duncan; Chapman, Paul

2016-01-01

Objective. To evaluate virtual patient (VP) programs for injecting equipment provision (IEP) and opiate substitution therapy (OST) services with respect to confidence and knowledge among preregistration pharmacist trainees. Methods. Preregistration trainee pharmacists pilot-tested the VP programs and were invited to complete pre/post and 6-month assessments of knowledge and perceived confidence. Results. One hundred six trainees participated and completed the pre/postassessments. Forty-six (43.4%) participants repeated the assessments at six months. Scores in perceived confidence increased in all domains at both time points postprogram. Knowledge scores were greater posteducation than preeducation. Knowledge scores were also greater six months after education than preeducation. Knowledge scores at six months were lower than posteducation for both programs. Conclusion. Virtual patients programs increased preregistration pharmacists’ knowledge and confidence with regard to IEP and OST immediately after use and at six months postprogram. There was a loss of clinical knowledge over time but confidence change was sustained. PMID:27170819

Training Pre-Service Special Education Teachers to Facilitate Meaningful Parent Participation in IEPs Using Simulated Meetings

ERIC Educational Resources Information Center

Holdren, Natalie Robin O'Connor

2017-01-01

The current study sought to establish whether simulated Individualized Education Plan (IEP) meetings using scenarios and actors may serve as an effective tool for assessing and improving pre-service special education teachers' ability to facilitate parent participation in legally correct IEP meetings with the introduction of a training…

Accessing the Common Core Standards for Students with Learning Disabilities: Strategies for Writing Standards-Based IEP Goals

ERIC Educational Resources Information Center

Caruana, Vicki

2015-01-01

Since the reauthorization of the Individuals With Disabilities Education Act (IDEA) in 2004, standards-based individualized education plans (IEPs) have been an expectation for serving students with disabilities in the K-12 public school setting. Nearly a decade after the mandates calling for standards-based IEPs, special educators still struggle…

Building Job Keepers.

ERIC Educational Resources Information Center

Mitchell, Donna; Gerver, Karen; Smith, Denise

This study explored how key shareholders (student, parents, educators, and employers) can merge Individualized Education Program (IEP) goals with employers' expectations to improve the chance of successful transitioning from student to employee. A survey was conducted of 26 parents, teachers-of-service (TOS), teachers-of-record (TOR), transition…

Honorable Intentions: A Parent's Guide to Educational Planning for Children with Emotional or Behavioral Disorders. Second Edition.

ERIC Educational Resources Information Center

Jordan, Dixie; Goldberg, Paula

This guide to help parents work in collaboration with the school team to enhance the education of their children with emotional or behavioral disorders considers special education and related services, special education evaluation, the Individualized Education Program (IEP), school rules and policies, day treatment, residential placement,…

Individual Education Plan Goals and Services for Adolescents with Autism: Impact of Age and Educational Setting

ERIC Educational Resources Information Center

Kurth, Jennifer; Mastergeorge, Ann M.

2010-01-01

The purpose of this study is to describe the educational programs for adolescents with autism (age 12-16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer…

Determining Need for School-Based Physical Therapy Under IDEA: Commonalities Across Practice Guidelines.

PubMed

Vialu, Carlo; Doyle, Maura

2017-10-01

The Individuals with Disabilities Education Act (IDEA) includes physical therapy (PT) as a related service that may be provided to help students with disabilities benefit from their education. However, the IDEA does not provide specific guidance for the provision of school-based PT, resulting in variations in practice across the United States. The authors examined 22 state and local education agency guidelines available online to find commonalities related to the determination of a student's need for PT. Seven commonalities found: educational benefit, team decision, need for PT expertise, establishment of Individualized Education Program (IEP) goal before determining need for PT, distinction between medical and educational PT, the student's disability adversely affects education, and the student's potential for improvement. These commonalities are discussed in relation to current PT and special education literature. This article suggests applying these commonalities as procedural requirements and questions for discussion during an IEP team meeting.

Response to Intervention: An Interpretive Case Study of Educators' Perspectives on the Roles of School Culture, Personal Beliefs, and Program Knowledge on Implementation

ERIC Educational Resources Information Center

Ochieng-Sande, Beverly

2013-01-01

In education today there is a heightened emphasis on teacher accountability for improving student outcomes. The law requires that in order for a student to qualify as a student with a disability, the child's IEP team must ensure that the child's problem is not due to poor instructional programming. Therefore, the general education teacher is…

Supplementary Services for Handicapped Students Early Childhood Language-Centered Intervention Program. O.E.E. Evaluation Report, 1981-82.

ERIC Educational Resources Information Center

Tobias, Robert; And Others

The Early Childhood Language Centered Intervention Program of the New York City Public Schools was designed to provide classroom instruction and transportation for preschool children with primary and secondary speech/language handicaps, and to train parents to participate in the education of these children. Using individual education plans (IEPs),…

Evaluating the Content of Individualized Education Programs and 504 Plans of Young Adolescents with Attention Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Spiel, Craig F.; Evans, Steven W.; Langberg, Joshua M.

2014-01-01

The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with attention deficit/hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of…

Parent's Guide to Special Education in Washington State, 1985-86 [and] Guia para Padres: Para Educacion Especial en el Estado de Washington.

ERIC Educational Resources Information Center

Washington Office of the State Superintendent of Public Instruction, Olympia.

This pamphlet guides parents of children with disabilities through the procedures for acquiring special education services in the state of Washington. Following an overview of special education, the pamphlet presents information on notice and consent procedures, confidentiality of records, individualized education programs (IEP), the placement…

Including Students with Severe, Multiple Disabilities in General Physical Education

ERIC Educational Resources Information Center

Block, Martin E.; Klavina, Aija; Flint, Wayne

2007-01-01

Many children with severe disabilities never have the opportunity to try general physical education (GPE) because their Individualized Education Program (IEP) team feels that they will not be successful, will not benefit, or will not be safe. However, there are ways to safely, successfully, and meaningfully include children with severe…

Integrating the Full Range of Security Cooperation Programs into Air Force Planning: An Analytic Primer

DTIC Science & Technology

2011-01-01

Exchange Program ( IEP ) Authority 10 U.S.C. §2358, “Research and development projects” Processes and agreements IEP agreements with the...2015.4, “Defense Research, Development, Test and Evaluation (RDT&E) Information Exchange Program ( IEP )”; DoDD 5134.1, “Under Secretary of Defense for

Effect of assistive technology in a public school setting.

PubMed

Watson, Anne H; Ito, Max; Smith, Roger O; Andersen, Lori T

2010-01-01

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) requires assistive technology (AT) be considered at the yearly individualized education program (IEP) meeting of every student in special education. IDEA also directs that AT be implemented on the basis of peer-reviewed literature despite a paucity of research on AT's effectiveness in the public schools. This repeated-measures quasi-experimental study explored AT's effect in a public school special education setting. Participants (N=13) were a heterogeneous group of students in 1 school system who had newly provided AT to address academic and communication goals in one school year. Results suggest that relative to other interventions, AT provided by a multidisciplinary team may have a significant effect on IEP goal improvement (t[12] = 5.54, p= .00) for students in special education (F[2] = 9.35, p= .00), which may support AT's use in special education by occupational therapists as directed by IDEA.

Culturally and Linguistically Diverse Parents' Perceptions of the IEP Process

ERIC Educational Resources Information Center

Wolfe, Katie; Durán, Lillian K.

2013-01-01

Many parents of students with disabilities face barriers to meaningful participation in Individualized Education Plan (IEP) meetings; parents who are culturally and linguistically diverse (CLD) encounter additional challenges. Given the changing demographics of the United States and the central role of the IEP in special education, it is important…

Analysis of Parent, Teacher, and Consultant Speech Exchanges and Educational Outcomes of Students With Autism During COMPASS Consultation.

PubMed

Ruble, Lisa; Birdwhistell, Jessie; Toland, Michael D; McGrew, John H

2011-01-01

The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dal-rymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality.

Analysis of Parent, Teacher, and Consultant Speech Exchanges and Educational Outcomes of Students With Autism During COMPASS Consultation

PubMed Central

RUBLE, LISA; BIRDWHISTELL, JESSIE; TOLAND, MICHAEL D.; MCGREW, JOHN H.

2011-01-01

The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dal-rymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. PMID:22639523

Information Exchange Procedures. Outcomes Study Procedures. Technical Report No. 66.

ERIC Educational Resources Information Center

Byers, Maureen

The Information Exchange Procedures (IEP) developed by the National Center for Higher Education Management Systems (NCHEMS) are a set of standard definitions and procedures for collecting information about disciplines and student degree programs, outcomes of instructional programs, and general institutional characteristics. A fundamental purpose…

Assistive Technology for Students with Disabilities: A Legal Analysis of Issues

ERIC Educational Resources Information Center

Etscheidt, Susan Larson

2016-01-01

Individualized Education Program (IEP) teams are required by the Individuals with Disabilities Education Act (IDEA) to consider a student's need for assistive technology (AT). Despite this legal requirement, AT supports are often not available to students with disabilities. Many students with disabilities and their families have addressed the…

[VIEW Level, Special Education Core Curriculum Manual.] I.E.P. Development Guide.

ERIC Educational Resources Information Center

Bergen County Region III, Demerest, NJ. Div. of Special Education.

The Individualized Educational Program development guide is intended for handicapped students at the VIEW level (Vocational Instruction and Experience Workshop). Goals, objectives, and activities are specified for each of seven categories (sample subsections in parentheses): (1) assembly skills (collating, sorting, filing, folding); (2)…

Monitoring Student Learning in Algebra

ERIC Educational Resources Information Center

Accardo, Amy L.; Kuder, S. Jay

2017-01-01

Mr. Perez and Mrs. Peterson co-teach a ninth-grade algebra class. Perez and Peterson's class includes four students with individualized education programs (IEPs). In response to legislation, such as the No Child Left Behind (NCLB) Act (2001) and the Individuals with Disabilities Education Improvement Act (2006), an increasing number of students…

Transportation and Children Who Have Disabilities. Alliance Action Information Sheets

ERIC Educational Resources Information Center

Technical Assistance ALLIANCE for Parent Centers, 2007

2007-01-01

The Individuals with Disabilities Education Act (IDEA) includes transportation within its definition of "related services." This means that students with Individualized Education Programs (IEPs) have the right to receive special transportation services if it is needed. Transportation and assistance may be provided to a child whose…

Welcome to Co-Teaching 2.0

ERIC Educational Resources Information Center

Friend, Marilyn

2016-01-01

Co-teaching was originally conceived as a way to push student with special needs into general education so that they could access the general curriculum alongside their peers. What was often lost, however, was the meticulous attention to these students' special needs, as identified in their individualized education programs (IEPs). In this…

Developing Collaborative Partnerships with Culturally and Linguistically Diverse Families during the IEP Process

ERIC Educational Resources Information Center

Rossetti, Zachary; Sauer, Janet Story; Bui, Oanh; Ou, Susan

2017-01-01

Although there has been a consistent vision for multicultural education and family collaboration in teacher preparation programs for decades, collaborative partnerships between culturally and linguistically diverse (CLD) families and their children's educators remain elusive (Harry, 2008; Trent, Kea, & Oh, 2008). Family engagement in special…

The Impact of IDEA Indicator 13 Compliance on Postsecondary Outcomes

ERIC Educational Resources Information Center

Gaumer Erickson, Amy S.; Noonan, Patricia M.; Brussow, Jennifer A.; Gilpin, Barb J.

2014-01-01

Since the revision of Individuals With Disabilities Education Act (IDEA) in 2004, experts and service providers have been operating on the untested assumption that State Performance Plan Indicator 13 (transition Individualized Education Program [IEP] compliance) is a precursor to Indicator 14 (student outcomes of engagement in postsecondary…

Family Assessment Portfolios: A New Way to Jumpstart Family/School Collaboration

ERIC Educational Resources Information Center

Thompson, James R.; Meadan, Hedda; Fansler, Kenneth W.; Alber, Sarah B.; Balogh, Patricia A.

2007-01-01

Many parents and educators have questions before individualized education program (IEP) meetings. However, barriers to effective family/school partnership continue to exist, despite widespread consensus regarding the merits of a family-centered approach to providing services and supports, decades of research documenting positive outcomes from…

2007 Simulation Education Summit

DTIC Science & Technology

2008-03-01

SUBJECT TERMS Simulation, healthcare, education , patient safety, technology 16. SECURITY CLASSIFICATION OF: 17. LIMITATION OF ABSTRACT 18... education is about learning , not testing. Thus, CME/CE must not be mistaken for certification and should be seen as a mechanism for skills/knowledge...identify learning deficiencies and to help design an individualized educational program (IEP). Human feedback is required even if the simulator has built

Retrospective Testimony and the IEP: Implications of R.E., M.E., et al. "v". New York City Department of Education

ERIC Educational Resources Information Center

Katsiyannis, Antonis; Losinski, Mickey; Parks Ennis, Robin

2015-01-01

Individualized education programs are considered the cornerstone of the Individuals With Disabilities Education Act and serve as the means to determine whether qualified students with disabilities receive a Free Appropriate Public Education. This article aims to examine a recent circuit court ruling regarding the applicability of retrospective…

The Intervener in Early Intervention and Educational Settings for Children and Youth with Deafblindness. NTAC Briefing Paper.

ERIC Educational Resources Information Center

Alsop, Linda; Blaha, Robbie; Kloos, Eric

Designed to increase awareness and understanding about interveners and their role in the field of deafblindness, this paper describes the work of interveners in early intervention and educational settings provided under the Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP) for children and youth who are…

Taxonomy of Behavioral Objectives for Vocational Programs. Vol. I.

ERIC Educational Resources Information Center

Gloucester County Vocational-Technical School, Sewell, NJ.

Developed from courses of study in two-year vocational technical programs at the Gloucester County Vocational Technical School, these taxonomies present behavioral objectives for 12 subjects. They are intended for use by vocational teachers in the preparation of the vocational component of the individualized educational plan (IEP) for special…

Evaluating the Reliability of Indices from IEP. AIR 1983 Annual Forum Paper.

ERIC Educational Resources Information Center

McLaughlin, Gerald W.; And Others

The Information Exchange Procedures (IEP), which were developed through a project sponsored by the National Center for Higher Education Management Systems, are briefly described, and the application of the IEP in Virginia is examined. The IEP were designed to enhance the institution's ability to identify alternatives in the allocation of resources…

10 CFR 218.3 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... International Energy Agency established to implement the IEP. IEP means the International Energy Program... that the President determines allocation of petroleum products to nations participating in the IEP is required by chapters III and IV of the IEP and (b) ending on a date on which he determines such allocation...

Investigating the Attitudes of Elementary School Teachers, School Psychologists and Guidance Research Center Personnel on the Process of Preparing the Individualized Educational Program and Challenges Faced during the Related Process

ERIC Educational Resources Information Center

Tike Bafra, Leyla; Kargin, Tevhide

2009-01-01

This study aims to analyze the attitudes of elementary school teachers, school psychologists and guidance research center personnel regarding developing an individualized educational program (IEP) process as well as challenges faced during the related process, according to several variables. The study included 201 participants who were working in…

IEP goals for school-age children with speech sound disorders.

PubMed

Farquharson, Kelly; Tambyraja, Sherine R; Justice, Laura M; Redle, Erin E

2014-01-01

The purpose of the current study was to describe the current state of practice for writing Individualized Education Program (IEP) goals for children with speech sound disorders (SSDs). IEP goals for 146 children receiving services for SSDs within public school systems across two states were coded for their dominant theoretical framework and overall quality. A dichotomous scheme was used for theoretical framework coding: cognitive-linguistic or sensory-motor. Goal quality was determined by examining 7 specific indicators outlined by an empirically tested rating tool. In total, 147 long-term and 490 short-term goals were coded. The results revealed no dominant theoretical framework for long-term goals, whereas short-term goals largely reflected a sensory-motor framework. In terms of quality, the majority of speech production goals were functional and generalizable in nature, but were not able to be easily targeted during common daily tasks or by other members of the IEP team. Short-term goals were consistently rated higher in quality domains when compared to long-term goals. The current state of practice for writing IEP goals for children with SSDs indicates that theoretical framework may be eclectic in nature and likely written to support the individual needs of children with speech sound disorders. Further investigation is warranted to determine the relations between goal quality and child outcomes. (1) Identify two predominant theoretical frameworks and discuss how they apply to IEP goal writing. (2) Discuss quality indicators as they relate to IEP goals for children with speech sound disorders. (3) Discuss the relationship between long-term goals level of quality and related theoretical frameworks. (4) Identify the areas in which business-as-usual IEP goals exhibit strong quality.

Child First: A Belief, an Attitude, and a Path to Change

ERIC Educational Resources Information Center

Mulholland, Jane

2013-01-01

Child First is a national campaign to ensure that deaf children have their right to language recognized and fulfilled regardless of which educational method is specified in the Individualized Education Program (IEP). Whether the child's family embraces American Sign Language (ASL), speech reading, a system of signs that encodes English, or a…

American Indians and Minnesota's Private Colleges. An Evaluation of the Minnesota Private College Research Foundation's Indian Education Project, 1971-72 -- 1974-75.

ERIC Educational Resources Information Center

Panitz, Emanuel

The Minnesota Private College Research Foundation - Indian Education Project (MPCRF-IEP) provided additional financial support for programs that were unique, developmental, and Indian in their approach to expansion of higher educational opportunities for Native American students. Funding allocated by the Project was made on a dollar for dollar…

Effects of two educational programmes aimed at improving the utilization of non-opioid analgesics in family medicine clinics in Mexico.

PubMed

Doubova, Svetlana Vladislavovna; Mino-León, Dolores; Reyes-Morales, Hortensia; Flores-Hernandez, Sergio; Torres-Arreola, Laura del Pilar; Pérez-Cuevas, Ricardo

2010-08-01

To develop and test two educational programmes (interactive and passive) aimed at improving family doctors' (FD) prescribing practices and patient's knowledge and use of non-opioid analgesics (NOA). The educational programmes were conducted in two family medicine clinics by using a three-stage approach: baseline evaluation, design, and implementation of educational activities, and post-programme evaluation. An interactive educational programme (IEP) was compared with a passive educational programme (PEP); both were participated by FDs and patients. The IEP for FDs comprised of workshops, discussion groups, in-service training and guidelines, while for patients the IEP consisted of an interactive session with a video, leaflets and a discussion. The PEP consisted in delivering the guidelines to the FDs and the leaflets to patients. The effect of the programmes on the FDs was measured through the appropriateness of prescriptions and analysed using the differences-in-differences estimator (D-in-D), and on patients through changes in self-medication and in their knowledge about the proper use and adverse events by analysing the inter- and intra-group differences before and after the programmes. The IEP obtained better results to improve appropriate FDs prescription of NOA than PEP (D-in-D = 15%). Regarding the patients, the PEP group reached higher reduction of self-medication than the IEP group (13.4% vs. 9.1%); the knowledge of proper NOA use increased by 8.5% in both groups, whereas knowledge of NOA-related adverse events was better in the IEP (39.6%) than in the PEP group (9.2%). The IEP was better to improve the doctors' abilities to prescribe NOAs, and both programmes improved patients' knowledge.

Providing Appropriate Education in Inclusive Settings: A Rural Case Study.

ERIC Educational Resources Information Center

Cheney, Christine; Demchak, MaryAnn

This paper provides special educators with effective strategies for successfully implementing full inclusion of disabled students in general education classrooms. The starting point for inclusion is the Individualized Education Plan (IEP), which develops goals and objectives and considers appropriate student placement. Frequently, IEP objectives…

An Investigation into the Involvement of California Central Valley High School Students with Disabilities in the IEP Process

ERIC Educational Resources Information Center

Anderson, Cheryle Ann

2012-01-01

The purpose of this study was to investigate the involvement of California Central Valley high school students with disabilities in the Individual Education Plan (IEP) process. Specifically, this study investigated the involvement of students with disabilities in the development of the IEP and IEP meetings. In addition, this study explored the…

32 CFR 57.3 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

...) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing...) Are designed to meet the developmental needs of an infant or toddler with a disability in any one or...) Individualized Education Program (IEP). A written document defining specially designed instruction for a student...

32 CFR 57.3 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing...) Are designed to meet the developmental needs of an infant or toddler with a disability in any one or...) Individualized Education Program (IEP). A written document defining specially designed instruction for a student...

32 CFR 57.3 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

...) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing...) Are designed to meet the developmental needs of an infant or toddler with a disability in any one or...) Individualized Education Program (IEP). A written document defining specially designed instruction for a student...

32 CFR 57.3 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

...) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing...) Are designed to meet the developmental needs of an infant or toddler with a disability in any one or...) Individualized Education Program (IEP). A written document defining specially designed instruction for a student...

32 CFR 57.3 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

...) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing...) Are designed to meet the developmental needs of an infant or toddler with a disability in any one or...) Individualized Education Program (IEP). A written document defining specially designed instruction for a student...

Social Media Literacy as an IEP Intervention for Social and Emotional Learning

ERIC Educational Resources Information Center

Probst, Donnell

2017-01-01

Media literacy and special education communities have largely ignored the impact of digital media useonspecial education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for…

Perceptions of self-determination by special education and rehabilitation practitioners based on viewing a self-directed IEP versus an external-directed IEP meeting.

PubMed

Branding, Dave; Bates, Paul; Miner, Craig

2009-01-01

This study investigated perception of self-determination by special education and rehabilitation practitioners following their exposure to a videotaped simulation of a self-directed IEP meeting and an external-directed IEP meeting involving an adolescent with mild mental retardation. Groups of special education practitioners and rehabilitation practitioners did not differ from each other in their perceptions of self-determination before or after viewing either the self-directed or external-directed IEP meeting simulation. However, both groups of respondents had higher perceptions of the self-determination capability of the confederate student when they viewed her in a self-directed meeting. In addition, respondents consistently rated the self-directed meeting simulation as being of higher overall quality than the external-directed meeting. Results are discussed in relation to practitioner recommendations and future research in regard to the development and enabling of self-determination skills involving persons with disabilities.

Triangulated IEP Transition Goals: Developing Relevant and Genuine Annual Goals

ERIC Educational Resources Information Center

Peterson, Lori Y.; Burden, Jon Paul; Sedaghat, Jennifer M.; Gothberg, June E.; Kohler, Paula D.; Coyle, Jennifer L.

2013-01-01

Special education professionals are charged to develop relevant, compliant, and legally defensible IEPs for transition-age students with disabilities. This charge is intensified as educators strive to provide plans that will genuinely prepare students for postsecondary education, employment, and independent living. This manuscript demonstrates how…

The United States Air Force Academy (USAFA) Diversity and Inclusion Plan

DTIC Science & Technology

2013-01-01

Establish accountability for successful diversity efforts through the USAFA Institutional Effectiveness Program ( IEP ) and senior leader oversight to...Plan is aligned with USAFA’s strategic planning process. The USAFA Institutional Effectiveness Program ( IEP ) will assess the effectiveness of the USAFA...Diversity and Inclusion Plan in achieving USAFA’s strategic goals and objectives. The IEP will also help highlight gaps to be addressed in future

Increasing implementation of special education instruction in mainstream preschools: direct and generalized effects of nondirective consultation.

PubMed

Peck, C A; Killen, C C; Baumgart, D

1989-01-01

Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP-related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, and 2 of the 3 teachers increased instruction in additional settings that had not been the focus of the consultation. Children demonstrated concomitant increases in IEP-targeted behaviors. In follow-up questionnaires and interviews, teachers reported increased confidence in their ability to implement specialized instruction. These findings were replicated in a second study in which the videotaping was replaced by teacher interview, and in which the consultation was carried out by a previously untrained special education teacher.

Biculturalization: Developing Culturally Responsive Approaches to Family Participation

ERIC Educational Resources Information Center

Sheehey, Patricia; Ornelles, Cecily; Noonan, Mary Jo

2009-01-01

This manuscript describes a process for addressing cultural differences that is effective when applied specifically to collaborating with families in planning an intervention or an Individualized Education Program (IEP). The process, known as biculturalization, is designed to create culturally appropriate interventions by identifying and…

Concurrent Validity of the Strength-Based "Behavioral Objective Sequence"

ERIC Educational Resources Information Center

Wilder, Lynn K.; Braaten, Sheldon; Wilhite, Kathi; Algozzine, Bob

2006-01-01

An essential task of diagnosticians is the accurate assessment of behavioral skills. Traditionally, deficit-based behavioral assessments have underscored student social skill deficits. Strength-based assessments delineate student competencies and are useful for individualized education program (IEP) and behavioral intervention plan (BIP)…

Individual Education Plans in the Republic of Ireland: An Emerging System

ERIC Educational Resources Information Center

Rose, Richard; Shevlin, Michael; Winter, Eileen; O'Raw, Paul; Zhao, Yu

2012-01-01

The Education for Persons with Special Educational Needs Act in Ireland advocated the development of individual education plans (IEPs). However, this section of the Act has never been fully implemented and there is no obligation upon schools to develop IEPs. Research conducted across the country by Richard Rose and Yu Zhao of the University of…

Tips for Parent Centers and Families: Help Your State Make the Most of Post-School Outcome Surveys

ERIC Educational Resources Information Center

National Post-School Outcomes Center, 2013

2013-01-01

Since 2004, U.S. states have collected information from former students with disabilities about their employment and further education activities in the first year after leaving high school. About one year after they leave school, young adults who had Individualized Education Programs (IEPs) are asked some very important questions: Are they…

A Guide for Minnesota Parents to the Individualized Education Program (IEP), 2014 Edition

ERIC Educational Resources Information Center

PACER Center, 2014

2014-01-01

Every child is unique and learns in different ways. Some children are identified as needing special education services to support his or her learning at school. Parents can play a major role in shaping the services a child receives. This guidebook has been written for parents, guardians, and surrogate parents of a child (ages 3 to 21 or…

A Comprehensive PEL-IEP Speech Curriculum Overview and Related Carryover and Summary Forms Designed for Speech Therapy Services for the Hearing-Impaired.

ERIC Educational Resources Information Center

Erlbaum, Sheila Judith

1990-01-01

This article presents a curriculum for speech-language-communication skills which combines the Present Education Level and Individualized Education Program formats for deaf and hearing-impaired students. Information on carryover procedures, parent/teacher contact, and report card format is presented. The curriculum was designed for preschool…

Special Education Electronic Individualized Education Program (IEP) System. Fiscal Year 2016 Report to the Legislature. As Required by Minnesota Statutes, Section 125A.085

ERIC Educational Resources Information Center

Minnesota Department of Education, 2016

2016-01-01

In 2013, the Minnesota Legislature appropriated $1.763M for Fiscal Year 2014 to create a statewide system for special education paperwork. In 2014, the Legislature greatly expanded the requirements of the system but did not appropriate additional resources to maintain ongoing operation of the system. The 2014 legislation codified the system in…

A Well Walked Path to Program Efficacy: The Details Tell the Story

ERIC Educational Resources Information Center

Bruder, Mary Beth

2011-01-01

When the author attended an Individualized Education Program (IEP) meeting for the 3-year-old son of a friend, she met a preschool service delivery team that was struggling to design interventions for a growing population of children being diagnosed with Autism Spectrum Disorder (ASD). It is within the context of this struggle that she was so…

34 CFR 300.323 - When IEPs must be in effect.

Code of Federal Regulations, 2014 CFR

2014-07-01

...— (i) Provide to the child's parents a detailed explanation of the differences between an IFSP and an... school year, the new public agency (in consultation with the parents) must provide the child with FAPE... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and...

34 CFR 300.323 - When IEPs must be in effect.

Code of Federal Regulations, 2013 CFR

2013-07-01

...— (i) Provide to the child's parents a detailed explanation of the differences between an IFSP and an... school year, the new public agency (in consultation with the parents) must provide the child with FAPE... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and...

34 CFR 300.323 - When IEPs must be in effect.

Code of Federal Regulations, 2010 CFR

2010-07-01

...— (i) Provide to the child's parents a detailed explanation of the differences between an IFSP and an... school year, the new public agency (in consultation with the parents) must provide the child with FAPE... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and...

34 CFR 300.323 - When IEPs must be in effect.

Code of Federal Regulations, 2012 CFR

2012-07-01

...— (i) Provide to the child's parents a detailed explanation of the differences between an IFSP and an... school year, the new public agency (in consultation with the parents) must provide the child with FAPE... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and...

34 CFR 300.323 - When IEPs must be in effect.

Code of Federal Regulations, 2011 CFR

2011-07-01

...— (i) Provide to the child's parents a detailed explanation of the differences between an IFSP and an... school year, the new public agency (in consultation with the parents) must provide the child with FAPE... CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education Programs, and...

Teachers' Perceptions of the Efficacy of Standards-Based IEP Goals

ERIC Educational Resources Information Center

Smith, Traci Nicole

2013-01-01

Although standards-based IEP goals have been mandated in many states for almost a decade, their effectiveness is unknown. Standards-based IEP goals were first created to meet the requirements of No Child Left Behind and Individuals with Disabilities Education Improvement Act, which increased accountability for all students as well as those with…

Evaluation of the IEP Costing Procedures: A Pilot Study by Six Major Research Universities.

ERIC Educational Resources Information Center

Topping, Jim

The Information Exchange Procedures (IEP) cost study project of the National Center for Higher Education Management Systems is described and its applicability to six major research universities (MRU) is assessed in this pilot study. The IEP enables peer institutions to compare information about their resources, activities, and educational…

Focused Board Intervention (FBI): A Remediation Program for Written Board Preparation and the Medical Knowledge Core Competency.

PubMed

Visconti, Annette; Gaeta, Theodore; Cabezon, Michael; Briggs, William; Pyle, Matthew

2013-09-01

Residents deemed at risk for low performance on standardized examinations require focused attention and remediation. To determine whether a remediation program for residents identified as at risk for failure on the Emergency Medicine (EM) Written Board Examination is associated with improved outcomes. All residents in 8 classes of an EM 1-3 program were assessed using the In-Training Examination. Residents enrolled in the Focused Board Intervention (FBI) remediation program based on an absolute score on the EM 3 examination of <70% or a score more than 1 SD below the national mean on the EM 1 or 2 examination. Individualized education plans (IEPs) were created for residents in the FBI program, combining self-study audio review lectures with short-answer examinations. The association between first-time pass rate for the American Board of Emergency Medicine (ABEM) Written Qualifying Examination (WQE) and completion of all IEPs was examined using the χ(2) test. Of the 64 residents graduating and sitting for the ABEM examination between 2000 and 2008, 26 (41%) were eligible for the program. Of these, 10 (38%) residents were compliant and had a first-time pass rate of 100%. The control group (12 residents who matched criteria but graduated before the FBI program was in place and 4 who were enrolled but failed to complete the program) had a 44% pass rate (7 of 16), which was significantly lower (χ(2)  =  8.6, P  =  .003). The probability of passing the ABEM WQE on the first attempt was improved through the completion of a structured IEP.

34 CFR 300.325 - Private school placements by public agencies.

Code of Federal Regulations, 2013 CFR

2013-07-01

... parents and an agency representative— (i) Are involved in any decision about the child's IEP; and (ii... if a private school or facility implements a child's IEP, responsibility for compliance with this... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education...

34 CFR 300.325 - Private school placements by public agencies.

Code of Federal Regulations, 2012 CFR

2012-07-01

... parents and an agency representative— (i) Are involved in any decision about the child's IEP; and (ii... if a private school or facility implements a child's IEP, responsibility for compliance with this... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education...

34 CFR 300.325 - Private school placements by public agencies.

Code of Federal Regulations, 2014 CFR

2014-07-01

... parents and an agency representative— (i) Are involved in any decision about the child's IEP; and (ii... if a private school or facility implements a child's IEP, responsibility for compliance with this... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education...

34 CFR 300.325 - Private school placements by public agencies.

Code of Federal Regulations, 2010 CFR

2010-07-01

... parents and an agency representative— (i) Are involved in any decision about the child's IEP; and (ii... if a private school or facility implements a child's IEP, responsibility for compliance with this... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education...

34 CFR 300.325 - Private school placements by public agencies.

Code of Federal Regulations, 2011 CFR

2011-07-01

... parents and an agency representative— (i) Are involved in any decision about the child's IEP; and (ii... if a private school or facility implements a child's IEP, responsibility for compliance with this... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education...

Conducting Telephone Conference IEPs

ERIC Educational Resources Information Center

Patterson, Philip Patrick; Petit, Constance; Williams, Shandelyn

2007-01-01

Synchronizing the availability of team members for Individual Education Plan (IEP) meetings can be a daunting task. Fortunately, the Individuals with Disabilities Education Improvement Act of 2004 permits alternative means of conducting such meetings. An example of an alternate means is a telephone conference, whereby parents communicate over the…

Development and evaluation of a regional, large-scale interprofessional collaborative care summit.

PubMed

Foote, Edward F; Clarke, Virginia; Szarek, John L; Waters, Sharon K; Walline, Vera; Shea, Diane; Goss, Sheryl; Farrell, Marian; Easton, Diana; Dunleavy, Erin; Arscott, Karen

2015-01-01

The Northeastern/Central Pennsylvania Interprofessional Education Coalition (NECPA IPEC) is a coalition of faculty from multiple smaller academic institutions with a mission to promote interprofessional education. An interprofessional learning program was organized, which involved 676 learners from 10 different institutions representing 16 unique professions, and took place at seven different institutions simultaneously. The program was a 3-hour long summit which focused on the management of a patient with ischemic stroke. A questionnaire consisting of the Interprofessional Education Perception Scale (IEPS) questionnaire (pre-post summit), Likert-type questions, and open comment questions explored the learners' perceptions of the session and their attitudes toward interprofessional learning. Responses were analyzed using descriptive statistics and statistical tests for difference and qualitative thematic coding. The attitude of learners toward interprofessional education (as measured by the IEPS) was quite high even prior to the summit, so there were no significant changes after the summit. However, a high percentage of learners and facilitators agreed that the summit met its objective and was effective. In addition, the thematic analysis of the open-ended questions confirmed that students learned from the experience with a sense of the core competencies of interprofessional education and practice. A collaborative approach to delivering interprofessional learning is time and work intensive but beneficial to learners.

Strengthen Your Principal's Resource Library

ERIC Educational Resources Information Center

Lasky, Beth; Karge, Belinda Dunnick

2009-01-01

How many times do teachers wander into their principal's office for advice, support, guidance, or recommendations, only to find that those books on the shelf are outdated or obsolete? How many times have principals attended individualized education program (IEP) meetings and wished they understood all the new provisions of federal laws? And when…

Spelling and Assistive Technology: Helping Students with Disabilities Be Successful Writers

ERIC Educational Resources Information Center

Simmons, Kate D.; Carpenter, Laura B.

2010-01-01

Successful writers have proficient skills in three areas: handwriting, spelling and composition. Many students with disabilities experience difficulties in the area of spelling, which in turn may lead to difficulty in composing written work. Spelling deficits should be addressed by the student's Individualized Education Program (IEP) team to…

The 2% Transition: Supporting Access to State Assessments for Students with Disabilities

ERIC Educational Resources Information Center

Jamgochian, Elisa M.; Ketterlin-Geller, Leanne R.

2015-01-01

Most students with disabilities participate in state assessments with or without accommodations [based on each student's Individualized Education Program (IEP)]. A small number of students with the most severe or profound intellectual disabilities participate in an alternate assessment based on alternate achievement standards (AA-AAS). Until…

Exceptional Family Member Program EFM

DTIC Science & Technology

1996-01-01

official. A legible copy of the most current Individualized Education Plan ( IEP ) must be submitted with NA\\’PERS 1754/4. SNAVPERS 1754/3 and 1754/4 must be...Center National Easter Seal Society (Mobiltv / Hearing /Sight) iEarlv Intervention) 1-800-833 3232 - * 1-800-221-6821 -- (312) 726-6200 Autism

High School General Education English Teachers' Perception of IEP Accommodations for Students with Asperger Syndrome

ERIC Educational Resources Information Center

Krones, Mary Patricia

2016-01-01

The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher's perception of the IEP-denoted accommodations the general education teachers…

Assessments and Intervention for Pupils with Reading Difficulties in Sweden--A Text Analysis of Individual Education Plans

ERIC Educational Resources Information Center

Andreasson, Ingela; Wolff, Ulrika

2015-01-01

Since 1995 all Swedish compulsory schools have been required to establish Individual Educational Plans (IEPs) for pupils with special educational needs. According to the Swedish Education Act such a plan should be drawn up if pupils do not achieve the goals in the curriculum or the syllabus. The process of IEPs covers a prior investigation to…

Variation in Educational Services Receipt Among US Children with Developmental Conditions

PubMed Central

Lindly, Olivia J.; Sinche, Brianna K.; Zuckerman, Katharine E.

2015-01-01

Objectives This study examined (1) the relationship between ease of access to needed community-based services (ease of access) and educational services receipt and (2) variation in educational services receipt by sociodemographic and need factors among a nationally representative sample of children with autism spectrum disorder (ASD), developmental delay (DD), and/or intellectual disability (ID). Methods Data from the 2009–10 National Survey of Children with Special Health Care Needs were linked to the 2011 Survey of Pathways to Diagnosis and Services on a sample of 3,502 US children aged 6–17 years with ASD, DD, and/or ID. Descriptive statistics, chi-square tests, and multivariable logistic regression models were used to determine associations of educational services receipt with (1) ease of access and (2) sociodemographic and need factors. Results Among children with developmental conditions, nearly half (49.7%) lacked easy access to services and 16.9% did not have an individualized education program (IEP). Among children with an IEP, those with ease of access were more likely to have an IEP that addressed parent concerns about the child’s development and education than those unable to easily access services (aOR: 2.77; 95% CI: 1.71–4.49). Need factors, including functional limitations status, care coordination need, developmental condition type, and early intervention receipt, were significantly associated with educational services receipt. Conclusions Cross-systems initiatives facilitating service access remain important to ensuring the developmental needs of children with ASD, DD, and/or ID are met. Increased inter-professional collaboration promoting quality educational services receipt for children diagnosed with developmental conditions may further reduce disparities. PMID:26344719

Variation in Educational Services Receipt Among US Children With Developmental Conditions.

PubMed

Lindly, Olivia J; Sinche, Brianna K; Zuckerman, Katharine E

2015-01-01

To examine the relationship between ease of access to needed community-based services (ease of access) and educational services receipt, and variation in educational services receipt by sociodemographic and need factors among a nationally representative sample of children with autism spectrum disorder (ASD), developmental delay (DD), and/or intellectual disability (ID). Data from the 2009-2010 National Survey of Children with Special Health Care Needs were linked to the 2011 Survey of Pathways to Diagnosis and Services on a sample of 3502 US children aged 6 to 17 years with ASD, DD, and/or ID. Descriptive statistics, chi-square tests, and multivariable logistic regression models were used to determine associations of educational services receipt with ease of access and sociodemographic and need factors. Among children with developmental conditions, nearly half (49.7%) lacked easy access to services, and 16.9% did not have an individualized education program (IEP). Among children with an IEP, those with ease of access were more likely to have an IEP that addressed parent concerns about the child's development and education than those unable to easily access services (adjusted odds ratio 2.77; 95% confidence interval 1.71-4.49). Need factors, including functional limitations status, care coordination need, developmental condition type, and early intervention receipt, were significantly associated with educational services receipt. Cross-systems initiatives facilitating service access remain important to ensuring the developmental needs of children with ASD, DD, and/or ID are met. Increased interprofessional collaboration promoting quality educational services receipt for children diagnosed with developmental conditions may further reduce disparities. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Quality of Individualised Education Programme Goals and Objectives for Preschool Children with Disabilities

ERIC Educational Resources Information Center

Rakap, Salih

2015-01-01

Individualised education programmes (IEPs) are the road maps for individualising services for children with disabilities, specifically through the development of high-quality child goals/objectives. High-quality IEP goals/objectives that are developed based on a comprehensive assessment of child functioning and directly connected to intervention…

Student and Parent IEP Collaboration: A Comparison across School Settings

ERIC Educational Resources Information Center

Williams-Diehm, Kendra L.; Brandes, Joyce A.; Chesnut, Pik Wah; Haring, Kathryn A.

2014-01-01

The purpose of this study was to determine if differences existed across rural, urban, and suburban environments when special education teachers reported perceived levels of student and parent involvement and participation during IEP meetings. The investigators surveyed special education teachers (N = 159) across a Southwest state and applied log…

Development of an inter-professional educational program for home care professionals: Evaluation of short-term effects in suburban areas.

PubMed

Tsuchiya, Rumiko; Yoshie, Satoru; Kawagoe, Shohei; Hirahara, Satoshi; Onishi, Hirotaka; Murayama, Hiroshi; Nishinaga, Masanori; Iijima, Katsuya; Tsuji, Tetsuo

2017-01-01

Objective　To examine the short-term effects of an inter-professional educational program developed for physicians and other home care specialists to promote home care in the community.Methods　From March 2012 to January 2013, an inter-professional educational program (IEP) was held four times in three suburban areas (Kashiwa city and Matsudo city in the Chiba prefecture, and Omori district in the Ota ward). This program aimed to motivate physicians to increase the number of home visits and to encourage home care professionals to work together in the same community areas by promoting inter-professional work (IPW). The participants were physicians, home-visit nurses, and other home care professionals recommended by community-level professional associations. The participants attended a 1.5-day multi-professional IEP. Pre- and post-program questionnaires were used to collect information on home care knowledge and practical skills (26 indexes, 1-4 scale), attitudes toward home care practice (4 indexes, 1-6 scale), and IPW (13 indexes, 1-4 scale). Data from all of the participants without labels about the type of professionals were excluded, and both pre-test and post-test responses were used in the analysis. A Wilcoxon signed-rank test and a paired t-test were conducted to compare pre- and post-program questionnaire responses stratified for physicians and other professionals, and the effect size was calculated.Results　The total number of participants for the four programs was 256, and data from 162 (63.3%) were analyzed. The physicians numbered 19 (11.7%), while other professionals numbered 143 (88.3%). Attending this program helped participants obtain home care knowledge of IPW and a practical view of home care. Furthermore, indexes about IPW consisted of two factors: cooperation and interaction; non-physician home care professionals increased their interactions with physicians, other professionals increased their cooperation with other professionals, and physicians increased their cooperation with other physicians.Conclusion　Short-term effects to motivate physicians to increase home visits were limited. However, physicians obtained a practical view of home care by attending the IEP. Also, the participation of physicians and other home care professionals in this program triggered the beginning of IPW in suburban areas. This program is feasible when adapted for regional differences.

34 CFR 300.322 - Parent participation.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Placements Individualized Education Programs § 300.322 Parent participation. (a) Public agency responsibility—general. Each public agency must take steps to ensure that one or both of the parents of a child with a... other than English. (f) Parent copy of child's IEP. The public agency must give the parent a copy of the...

34 CFR 300.322 - Parent participation.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Placements Individualized Education Programs § 300.322 Parent participation. (a) Public agency responsibility—general. Each public agency must take steps to ensure that one or both of the parents of a child with a... other than English. (f) Parent copy of child's IEP. The public agency must give the parent a copy of the...

34 CFR 300.322 - Parent participation.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Placements Individualized Education Programs § 300.322 Parent participation. (a) Public agency responsibility—general. Each public agency must take steps to ensure that one or both of the parents of a child with a... other than English. (f) Parent copy of child's IEP. The public agency must give the parent a copy of the...

34 CFR 300.322 - Parent participation.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Placements Individualized Education Programs § 300.322 Parent participation. (a) Public agency responsibility—general. Each public agency must take steps to ensure that one or both of the parents of a child with a... other than English. (f) Parent copy of child's IEP. The public agency must give the parent a copy of the...

34 CFR 300.322 - Parent participation.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Placements Individualized Education Programs § 300.322 Parent participation. (a) Public agency responsibility—general. Each public agency must take steps to ensure that one or both of the parents of a child with a... other than English. (f) Parent copy of child's IEP. The public agency must give the parent a copy of the...

The Effect of Person Centered Planning Activities on the IEP/Transition Planning Process.

ERIC Educational Resources Information Center

Miner, Craig A.; Bates, Paul E.

1997-01-01

A study of 22 students with mental retardation and their families evaluated the impact of person-centered planning activities on several variables related to a student's individual education program/transition planning meeting. Person-centered planning had a significant effect on parent participation in meetings, but not on discussion of…

Collaborative Teaching: Teaching Strangers

ERIC Educational Resources Information Center

Panter, Michael E.

2010-01-01

One calls people on the street strangers if he or she doesn't know who they are, so students whom the librarian has never dealt with are just that, strangers. When the school librarian gets involved in collaboration, most of the time they don't see the student's Individualized Education Programs (IEPs), language barriers, or anything else that…

Extending Horizons: Family and Friends. Research and Development Series No. 257D.

ERIC Educational Resources Information Center

McKinney, Lorella A.; West, Catherine

This companion document describing the role of parents, family members, and close friends in the individualized education program (IEP) process; five other companion documents; and an inservice guide comprise a series developed for assisting disabled persons in their transition from school to work. Its purpose is to help family and friends…

IEP Meetings: Building Compassion and Conversation

ERIC Educational Resources Information Center

Fialka, Janice; Fialka-Feldman, Emma

2017-01-01

Why are IEP meetings often uncomfortable, awkward, and stiff? Educators and families all have a common goal--to support the growth of a child. Yet educators often feel confused that families act like reluctant participants who are just fulfilling a requirement. And families often feel that they're viewed as intruders, whose insights and dreams for…

Influential Factors That Affect Retention and Language Acquisition in Beginning ESL Adults Students

ERIC Educational Resources Information Center

Rodriguez-Garcia, Luis Manuel

2014-01-01

This study explored the problem of student attrition in beginning courses of an Intensive English Program (IEP) that may affect the sustainability of the IEP. The purpose of the study was to understand the perceptions of continuing students and the factors that influenced their motivation and engagement to persist studying in the IEP.…

The IEP from A to Z: How to Create Meaningful and Measurable Goals and Objectives

ERIC Educational Resources Information Center

Twachtman-Cullen, Diane; Twachtman-Bassett, Jennifer

2011-01-01

With the skyrocketing diagnoses of ADHD, autism spectrum disorders, and related conditions in U.S. schools, there is a growing need for information on creating effective IEPs for exceptional students. The "IEP From A to Z" is a step-by-step guide showing teachers and parents how to get the right education plan in place for students with ADHD,…

Teacher Use of Brain-Based Research, Response to Intervention, and Teacher Efficacy in Elementary Schools with High and Low Individual Education Plan Growth for English Language Learners

ERIC Educational Resources Information Center

Fernandez, Nicole

2012-01-01

The purpose of this study was to explore the possible causes that might contribute to the disproportionate percentage of English language learners ELLs with special education individual education plans (IEPs). Elementary school classroom teachers from school districts that exhibited high growth in the percentage of ELLs with IEPs during 2007-2010…

Background of Individual Education Plans (IEPs) Policy in Some Countries: A Review

ERIC Educational Resources Information Center

Alkahtani, Mohammed Ali; Kheirallah, Sahar Abdelfattah

2016-01-01

This paper seeks to provide a cogent outline of the current policies that six separate countries have on Individual Education Plans (IEPs), identifying the key features in each system. The chosen countries are Australia (Queen Island), Canada (British Columbia), New Zealand, the United Kingdom, the United States of America, and Saudi Arabia. The…

Getting the Most out of IEPs: An Educator's Guide to the Student-Directed Approach

ERIC Educational Resources Information Center

Thoma, Colleen A.; Wehman, Paul

2010-01-01

Student-directed IEPs are quickly gaining momentum in schools across the country--the proven benefits include higher academic achievement, enhanced student motivation, and increased communication and self-advocacy skills for students with disabilities. Now for the first time, there's a book that gives elementary and high school educators in-depth…

ME/CFS in Children: Fact Sheet for Parents/Guardians

MedlinePlus

... Additional services could include an Individualized Education Plan (IEP) or a 504 Plan. A 504 plan lists ... disability and how the school can help. An IEP is a legal document that tells the school ...

Exploring psychometric properties of the interdisciplinary education perception scale in health graduate students.

PubMed

Leitch, Judith

2014-01-01

Designed as a measure of perceptions of collaboration, the original psychometric testing of the Interdisciplinary Education Perception Scale (IEPS) indicated a four-factor solution to this measure, although subsequent research has suggested a three-factor solution may have better fit indices. This study aimed to better understand psychometric properties of the IEPS in a new population, health graduate students in the United States, to determine which sub-scale structure may be a better fit. Additionally this research explores the IEPS through a targeted literature review and content analysis in combination with factor analysis to better understand what constructs are able to be assessed by this measure. Results showed that the three-factor model was the best fitting model for the IEPS, suggesting this structure should be used when looking at graduate-level health students. Results also suggested that the IEPS may be able to be as a measure of perceived professional prestige, for which there is currently no existing measure. The dimension of professional prestige should be explored in further research to create a more robust understanding of its role in collaboration between professions.

Early Feelings about School and Later Academic Outcomes of Children with Special Needs Living in Poverty

ERIC Educational Resources Information Center

Hauser-Cram, Penny; Durand, Tina M.; Warfield, Marji Erickson

2007-01-01

In this investigation we examined the relation of children's reported feelings about school during kindergarten or first grade to their academic achievement at the end of fifth grade. Participants were children (N=103) who lived in poverty during early childhood and who were placed on individualized education programs (IEPs) during their…

The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities

ERIC Educational Resources Information Center

Rafdal, Brooke H.; McMaster, Kristen L.; McConnell, Scott R.; Fuchs, Douglas; Fuchs, Lynn S.

2011-01-01

This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2…

Questions for Parents to Ask about School Adaptations. PHP-c91

ERIC Educational Resources Information Center

PACER Center, 2004

2004-01-01

A child with a disability who has an Individualized Education Program (IEP) or Section 504 Accommodation Plan may need extra help and support to participate in school. It takes thoughtful planning to choose adaptations, based on a child's disability, to help the child learn or have access to learning. Appropriate accommodations vary with…

What is "appropriate" for school-aged children with autism?

PubMed

Conroy, Tim; Conroy, Terrye

2006-10-01

Compliance with the IDEA and S.C. Board of Education procedures is only the first step toward providing a student with autism with an IEP that is reasonably calculated to enable that student to receive educational benefits--a FAPE. At the heart of the IEP process is instruction specially designed to meet the unique needs, talents, and experiences of each child. While disagreements over the appropriateness of the IEP, including the methodologies used to provide such instruction, may arise, it is through the successful collaboration of parents, health care providers, and school professionals that a child with autism will develop into an adult with a life of community and meaning.

Evaluating the Efficiency and Effectiveness of Online Individual Education Plans: A Case Study from a South Texas Elementary School

ERIC Educational Resources Information Center

Bonner, William Bryant, III

2017-01-01

The purpose of this qualitative case study based upon the theories of technology adoption and technology integration planning (TIP) with the focus on design and development was to understand design features that encourage effectiveness and efficiency for using online individual education plans (IEP) along with the online IEP lived experiences of…

State of the Art Student Support Services in an IEP Learning Center

ERIC Educational Resources Information Center

Hanson, Jessica; Maxwell, Jeffrey; Mulder, Monika

2015-01-01

Intensive English language programs (IEPs) at American universities have the task of recruiting, retaining, and preparing international students for mainstream classes. In order to achieve these tasks, many programs have explored using supplemental instruction (SI) in the form of learning centers (LCs) to support their students. In this study, we…

Pediatricians' knowledge, attitudes, and practice patterns regarding special education and individualized education programs.

PubMed

Shah, Reshma P; Kunnavakkam, Rangesh; Msall, Michael E

2013-01-01

The medical community has called upon pediatricians to be knowledgeable about an individualized education program (IEP). We sought to: 1) evaluate pediatricians' knowledge and attitudes regarding special education; 2) examine the relationship between perceived responsibilities and practice patterns; and 3) identify barriers that impact pediatricians' ability to provide comprehensive care to children with educational difficulties. Surveys were mailed to a national sample of 1000 randomly selected general pediatricians and pediatric residents from October 2010 to February 2011. The response rate was 47%. Of the knowledge items, respondents answered an average of 59% correctly. The majority of respondents thought pediatricians should be responsible for identifying children who may benefit from special education services and assist families in obtaining services, but less than 50% thought they should assist in the development of an IEP. The majority of pediatricians inquired whether a child is having difficulty at school, but far fewer conducted screening tests or asked parents if they needed assistance obtaining services. Overall, the prevalence of considering a practice a pediatrician's responsibility is significantly higher than examples of such a practice pattern being reported. Financial reimbursement and insufficient training were among the most significant barriers affecting a pediatrician's ability to provide care to children with educational difficulties. In order to provide a comprehensive medical home, pediatricians must be informed about the special education process. This study demonstrates that there are gaps in pediatricians' knowledge and practice patterns regarding special education that must be addressed. Copyright © 2013 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Students' Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course.

PubMed

Simko, Lynn Coletta; Rhodes, Diane C; McGinnis, Kathleen A; Fiedor, Jaclyn

2017-08-01

Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course. Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used. Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist's role only. Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel's competencies for IPE.

Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course

PubMed Central

Rhodes, Diane C.; McGinnis, Kathleen A.; Fiedor, Jaclyn

2017-01-01

Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course. Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used. Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist’s role only. Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel’s competencies for IPE. PMID:28970605

Collaboration and Conflict: Insights regarding Reducing Barriers to Participation through a Survey Study of Parents and School Administrators during Special Education Planning

ERIC Educational Resources Information Center

Tucker, Vanessa E.

2009-01-01

Parents and school administrators are both stakeholders in the IEP (Individualized Education Plan) process. While the inclusion of parents in the process as full members is mandated by IDEA 2004 there remains a growing problem of conflict within this process. Research has reviewed the process of conflict during the IEP meeting and other…

The Path to University Admission in the United States through Intensive English Programs

ERIC Educational Resources Information Center

Grosik, Sarah Arva

2017-01-01

In recent years, university-based Intensive English Programs (IEPs) have expanded to serve the growing population of international students who wish to earn their degrees at U.S. universities. Many of these IEPs have shifted their focus to assist these academically bound international students by functioning as a bridge to enrollment in American…

Turning 5: Helping Families of Preschoolers with Disabilities Navigate the Transition to Kindergarten in New York City

ERIC Educational Resources Information Center

Levine, Randi

2016-01-01

In New York City (NYC), the process of developing a child's kindergarten Individualized Education Program (IEP) happens during the year before kindergarten. This process is commonly called Turning 5. Approximately 30,000 NYC children between the ages of three and five are classified as being preschoolers with disabilities. The Turning 5 work…

Examining Comprehension When Using a Student-Reads-Aloud Accommodation on Two Text Types

ERIC Educational Resources Information Center

Overton, Angela Monique

2013-01-01

In an effort to find evidence of the effectiveness of an accommodation which students with reading based disabilities are allowed to use on state assessments, a group of 11 fifth graders identified as having a reading based disability and having at least one reading goal in their Individual Education Programs (IEP) were given a series of short…

Stress and the Student with Autism Spectrum Disorders: Strategies for Stress Reduction and Enhanced Learning

ERIC Educational Resources Information Center

Lytle, Rebecca; Todd, Teri

2009-01-01

Shane, who is in Ms. Jones's third-grade class, has autism. Ms. Jones has provided him with a schedule, a picture communication system, and a positive reinforcement system for his learning tasks. He is demonstrating progress toward his individualized education program (IEP) goals, but he still struggles with attending for any length of time,…

Effects of a Prototypical Training Program on the Implementation of Systematic Observational Data Collection on IEP Objectives for the Core Deficits of Autism Spectrum Disorders

ERIC Educational Resources Information Center

Harkins, Jessica L.

2013-01-01

Legal mandates and best practice recommendations for the education of students with autism spectrum disorders (ASD) emphasize the importance of systematic, ongoing observational data collection in order to monitor progress and demonstrate accountability. The absence of such documentation in decision-making on instructional objectives indicates a…

An Atmosphere of Welcome and Mutuality: How Do Faith Communities Work Together to Create It?

ERIC Educational Resources Information Center

Uitvlugt, Nella

2008-01-01

Faith communities can be wonderful places for creating a welcoming circle of support for families with members who have a disability. Parents may assume that leaders of their faith community will naturally know how to be inclusive, but this is not necessarily the case. The members may never have heard of individualized education programs (IEPs) or…

32 CFR Appendix B to Part 80 - Procedures for Special Educational Programs (Including Related Services) for Preschool Children...

Code of Federal Regulations, 2012 CFR

2012-07-01

... Appendix B to Part 80 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE PERSONNEL... IEP, provided that the Department of Defense, its constituent elements, and its personnel, are not... to an independent evaluation, but not at the expense of the Department of Defense or any DoD...

32 CFR Appendix B to Part 80 - Procedures for Special Educational Programs (Including Related Services) for Preschool Children...

Code of Federal Regulations, 2011 CFR

2011-07-01

... Appendix B to Part 80 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE PERSONNEL... IEP, provided that the Department of Defense, its constituent elements, and its personnel, are not... to an independent evaluation, but not at the expense of the Department of Defense or any DoD...

32 CFR Appendix B to Part 80 - Procedures for Special Educational Programs (Including Related Services) for Preschool Children...

Code of Federal Regulations, 2014 CFR

2014-07-01

... Appendix B to Part 80 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE PERSONNEL... IEP, provided that the Department of Defense, its constituent elements, and its personnel, are not... to an independent evaluation, but not at the expense of the Department of Defense or any DoD...

32 CFR Appendix B to Part 80 - Procedures for Special Educational Programs (Including Related Services) for Preschool Children...

Code of Federal Regulations, 2013 CFR

2013-07-01

... Appendix B to Part 80 National Defense Department of Defense OFFICE OF THE SECRETARY OF DEFENSE PERSONNEL... IEP, provided that the Department of Defense, its constituent elements, and its personnel, are not... to an independent evaluation, but not at the expense of the Department of Defense or any DoD...

Special Operations Liaison Officer: Looking Back to See the Future

DTIC Science & Technology

2014-06-01

Officer GSN global SOF network HQ Headquarters HRC Human Resources Command HRM human resource management xiii IEP International...life away from a U.S. base in a foreign country In May 2013, the USSOCOM International Engagement Program ( IEP ) provided funding to the Naval...manages the USSOCOM IEP . The intent of this study was to produce a formal career path for SOLOs that would eliminate most, if not all, the current

Do the symptoms of language disorder align with treatment goals? An exploratory study of primary-grade students' IEPs.

PubMed

Schmitt, Mary Beth; Justice, Laura M; Logan, Jessica A R; Schatschneider, Christopher; Bartlett, Christopher W

2014-01-01

Individual Education Plans (IEPs) are legal documents that guide the treatment of students with language disorder (LD). This exploratory study investigated the extent to which students' symptoms of LD align with goals on their IEPs. A total of 99 kindergarten and first-grade students receiving treatment for LD in the public schools participated. IEPs were collected and coded for each student and norm-referenced measures were used to assess students' grammar, vocabulary, listening comprehension, and literacy skills in the fall of the academic year. Results showed there to be alignment between students' symptoms and IEP goals only in the area of vocabulary, such that students who had an IEP goal for vocabulary had lower scores on a vocabulary assessment than those without a goal. In general, there is limited alignment between observed symptoms of LD and treated symptoms as identified on students' IEPs. The limited alignment found in this study suggests more investigation is needed to understand the extent to which IEP goals, as potential indicators of treatment foci, should map on to students' symptoms. Readers will be able to: (1) explain the theoretical and practical relevance of treatment goals aligning to symptoms for children with language impairment; (2) identify three analytic methods used to investigate alignment between treatment goals and symptoms; and (3) describe the extent to which IEP goals align to children's symptoms in a sample of children receiving services in the public schools. Copyright © 2014 Elsevier Inc. All rights reserved.

The Communication Supports Inventory-Children & Youth (CSI-CY), a new instrument based on the ICF-CY.

PubMed

Rowland, Charity; Fried-Oken, Melanie; Bowser, Gayl; Granlund, Mats; Lollar, Donald; Phelps, Randall; Simeonsson, Rune J; Steiner, Sandra A M

2016-09-01

Two studies are presented that evaluated the Communication Supports Inventory-Children & Youth (CSI-CY), an instrument designed to facilitate the development of communication-related educational goals for students with complex communication needs (CCN). The CSI-CY incorporates a code set based on the ICF-CY. The studies were designed to determine the effect of using the CSI-CY on IEP goals for students with CCN and to evaluate consumer satisfaction. In Study 1, sixty-one educators and speech-language pathologists were randomly assigned to either (a) provide a student's current IEP (control group) or (b) complete the CSI-CY prior to preparing a student's next IEP and to submit the new IEP (experimental group). Study 2 was a field test to generate consumer satisfaction data. Study 1 showed that IEP goals submitted by participants in the experimental group referenced CSI-CY-related content significantly more frequently than did those submitted by control participants. Study 2 revealed high satisfaction with the instrument. The code set basis of the CSI-CY extends the common language of the ICF-CY to practical educational use for children with CCN across diagnostic groups. The CSI-CY is well regarded as an instrument to inform the content of communication goals related to CCN. Implications for Rehabilitation The CSI-CY will guide rehabilitation professionals to develop goals for children with complex communication impairments. The CSI-CY is a new instrument that is based on the ICF-CY for documentation of communication goals.

Transformational Leadership in Special Education: Leading the IEP Team

ERIC Educational Resources Information Center

Lentz, Kirby

2012-01-01

Using the principles of transformational leadership, IEP teams become effective tools to ensure student success and achievements. There is a difference of teams that are simply chaired and those that are lead. Teams with transformational leaders promote the best efforts of all participants including parents and students to effectively deliver…

A comparison of two scales for assessing health professional students’ attitude toward interprofessional learning

PubMed Central

Lie, Désirée Annabel; Fung, Cha Chi; Trial, Janet; Lohenry, Kevin

2013-01-01

Rationale The validated 19-item Readiness for Interprofessional Learning Scale (RIPLS) is often used for assessing attitudes toward interprofessional education (IPE). The 12-item Interdisciplinary Education Perception Scale (IEPS), also used for this purpose, has not been validated among the professions of medicine, pharmacy, and physician assistants (PAs). The discriminatory ability of the two scales has not been directly compared. Comparison of the two will aid educators in selecting the optimal scale. Objective To compare psychometric properties of the RIPLS and IEPS and to examine the ability of each scale to discriminate mean scores among student subgroups (gender, profession, seniority, and prior IPE exposure). Method We conducted a cross-sectional (Qualtrics©) survey (RIPLS and IEPS) of junior and senior students in medicine (n=360), pharmacy (n=360), and the PA profession (n=106). Descriptive statistics were used to report aggregate mean scores of subgroups. The internal consistency of each scale was assessed using Cronbach's α. Concurrent validity was measured by Pearson's correlation coefficients. Independent-sample t-tests and analysis of variances (ANOVAs) were performed to assess the discriminatory ability of each scale. Cohen's d effect sizes were calculated for all significant pair-wise comparisons. Results Response rate was 82%. Cronbach's α was 0.85 (RIPLS) and 0.91 (IEPS). The RIPLS discriminated scores by gender among junior students only, and scores by IPE exposure among all students. The IEPS distinguished score differences for the three professions among junior students and by prior IPE exposure for all three professions. Neither scale detected differences in mean scores by profession among all students or by level of training among the three professions. Conclusions Neither the RIPLS nor the IEPS has greater discriminatory ability for detecting attitude differences among the student subgroups. Reason for differences may be explained by slightly different scale constructs. The RIPLS is designed to assess students’ own attitude toward interprofessional learning, while the IEPS discerns perceived attitudes about team collaboration for students’ own professions and may be more appropriate for more advanced students. PMID:24300749

The Physics of Sound

ERIC Educational Resources Information Center

Miller, Jennifer

2016-01-01

Jennifer Miller is a special education preschool teacher at Grant Elementary School in Muscatine, Iowa. In this article, she describes how she created and implemented a learning center with three-to-five-year-old students in an integrated morning class (nine students; four on IEPs) and an integrated afternoon class (10 students; four on IEPs) to…

Communicating with Low-Income and Low Education Farmers in a Developing Country.

ERIC Educational Resources Information Center

Fett, John H.

Selected findings from a number of communication research projects conducted by, or in collaboration with, the Economic Studies and Research Institute (IEPE), Federal University of Rio Grande do Sul, Brazil, are reported. Communication research in IEPE during the past 4 years has concentrated on mass media performance and use, because extension…

IEP (Individualized Educational Program) Co-operation between Optimal Support of Students with Special Needs

NASA Astrophysics Data System (ADS)

Ogoshi, Yasuhiro; Nakai, Akio; Ogoshi, Sakiko; Mitsuhashi, Yoshinori; Araki, Chikahiro

A key aspect of the optimal support of students with special needs is co-ordination and co-operation between school, home and specialized agencies. Communication between these entities is of prime importance and can be facilitated through the use of a support system implementing ICF guidelines as outlined. This communication system can be considered to be a preventative rather than allopathic support.

Effectiveness of interprofessional education by on-field training for medical students, with a pre-post design.

PubMed

Zanotti, Renzo; Sartor, Giada; Canova, Cristina

2015-07-29

Interprofessional Education (IPE) implies how to achieve successful teamwork, and is based on collaborative practice which enhance occasions for relationships between two or more healthcare professions. This study evaluates the effectiveness of IPE in changing attitudes after a training recently introduced to medical education for second-year students at the University of Padova, Italy. All medical students following a new program for IPE were enrolled in this study. The Interdisciplinary Education Perception Scale (IEPS) was administered before and after training, according to observation-based and practice-based learning. Data were analysed with Student's paired t-test and Wilcoxon's signed rank test. 277 medical students completed both questionnaires. Statistically significant improvements were found in students' overall attitudes as measured by the IEPS and four subscale scores. Gender-stratified analyses showed that improvements were observed only in female students in subscale 4 ("Understanding Others' Values"). Students who had a physician and/or health worker in their family did not show any improvement in subscales 2 ("Perceived need for cooperation") or 4 ("Understanding Others' Values"). Our results indicate that IPE training has a positive influence on students' understanding of collaboration and better attitudes in interprofessional teamwork. More research is needed to explore other factors which may influence specific perceptions among medical students.

A Study on the Effect of Computer Assisted Math Fact Fluency Intervention on Math Achievement for Elementary and Middle School Special Education Students in a Chicago South Suburban School District

ERIC Educational Resources Information Center

Nottke, Regina

2017-01-01

The gap in academic achievement between regular and special education students is well documented. Math was once the stronger area for students with IEPs; however, the scores in Illinois in 2013 suggest that for the subgroup of IEP students, reading and math performance has reached an all-time ten-year low, even when correcting for the change in…

An empirical study of multidimensional fidelity of COMPASS consultation.

PubMed

Wong, Venus; Ruble, Lisa A; McGrew, John H; Yu, Yue

2018-06-01

Consultation is essential to the daily practice of school psychologists (National Association of School Psychologist, 2010). Successful consultation requires fidelity at both the consultant (implementation) and consultee (intervention) levels. We applied a multidimensional, multilevel conception of fidelity (Dunst, Trivette, & Raab, 2013) to a consultative intervention called the Collaborative Model for Promoting Competence and Success (COMPASS) for students with autism. The study provided 3 main findings. First, multidimensional, multilevel fidelity is a stable construct and increases over time with consultation support. Second, mediation analyses revealed that implementation-level fidelity components had distant, indirect effects on student Individualized Education Program (IEP) outcomes. Third, 3 fidelity components correlated with IEP outcomes: teacher coaching responsiveness at the implementation level, and teacher quality of delivery and student responsiveness at the intervention levels. Implications and future directions are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

A Comparison of Transition Predictors between Students Following Different Diploma Pathways

ERIC Educational Resources Information Center

Vierno, Peter Joseph

2013-01-01

The purpose of this study was to determine the extent to which evidence of two secondary transition predictors, paid employment and independent living, exist in the Individualized Education Plans (IEPs) of students on two pathways to a high school diploma in a southeastern state. The IEPs of 538 students were examined from one urban district in…

Perceived needs for different components in a rehabilitation program among cancer survivors with chronic fatigue compared to survivors without chronic fatigue.

PubMed

Gjerset, Gunhild M; Loge, Jon H; Kiserud, Cecilie E; Fosså, Sophie D; Gudbergsson, Sævar B; Oldervoll, Line M; Wisløff, Torbjørn; Thorsen, Lene

2017-02-01

Knowledge about the user' needs is important to develop targeted rehabilitation for cancer patients with chronic fatigue (CF). The aims of the study were to examine prevalence of CF in cancer survivors attending an one-week inpatient educational program (IEP) and to identify characteristics of those with CF. Further to examine the perceived needs for different components in a rehabilitation program, need of complex rehabilitation (at least two components) and aspects of health-related quality of life (HRQoL) among survivors with CF versus those without CF. Cancer survivors ≥18 years, diagnosed with different types of cancer within the last 10 years and attending a one-week IEP were invited to this cross-sectional study. CF was assessed by the Fatigue Questionnaire, perceived needs by asking a question about needs for different components in a rehabilitation program and HRQoL was assessed by The Medical Outcomes Study Short Form 36. Of 564 participants, 45% reported CF. Breast cancer, mixed cancer types (including small groups with different cancer types) and comorbidities increased the risk for having CF. Compared to participants without CF, the participants with CF reported more frequently need for physical training (86% vs. 65%, p < 0.001), physiotherapy (71% vs. 55%, p < 0.001) and nutrition counseling (68% vs. 53%, p = 0.001). Among participants with CF, 75% reported need for three or more components whereas 54% reported need for the same number of components among those without CF (p < 0.001). Almost half of the cancer survivors attending the IEP had CF. Physical training, physiotherapy and nutrition counseling were the most frequently reported needs and significantly more often observed in participants with CF than without CF. A higher percentage of those with CF reported need for a complex rehabilitation compared to those without CF. More research is necessary to obtain more knowledge to further make targeted programs to better match cancer survivors' needs.

Longitudinal Risk and Resilience Factors Predicting Psychiatric Disruption, Mental Health Service Utilization & Military Retention in OIF National Guard Troops

DTIC Science & Technology

2008-04-01

learning disabilities and/or emotional difficulties • Wrote integrated assessment reports • Attended Individual Education Plan ( IEP ) meetings where...worked with wide range of disabilities from autism and cerebral palsy to oppositional defiant disorder and bipolar disorder; developed leadership...therapy program for a nine year old boy with autism to foster the development of social skills; utilized sign language to increase communication

IEP Analysis and Use: Single-Institution Data. Field Review Edition. Technical Report 73.

ERIC Educational Resources Information Center

Byers, Maureen; Bower, Cathleen

A major effort of the National Center for Higher Education Management Systems over the past few years has been the development of information Exchange Procedures (IEP) for a broad spectrum of colleges and universities. The motivation for this effort is the strong belief that the exchange and comparative analysis of data will lead to better…

If the Goal Is Collaboration: Toward More Satisfactory Inclusion of Parents in the Individual Education Plan Meetings

ERIC Educational Resources Information Center

Jensen-McNiff, Brenda K.

2012-01-01

Recognizing the deep and multifaceted literature that has established parent participation in IEP meetings as problematic (particularly in terms of parent affect and parent voice), the purpose of this study was to examine parent experiences with IEP meetings so as to then identify strategies for how such meetings could feel more welcoming and…

Six Things to Never Say or Hear during an IEP Meeting: Educators as Advocates for Families

ERIC Educational Resources Information Center

Cheatham, Gregory A.; Hart, Juliet E.; Malian, Ida; McDonald, Joan

2012-01-01

The purpose of this paper is to support school professionals in their work with parents as they meet IDEA (2004) requirements during IEP meetings. The authors share tools to help recognize when IDEA principles are violated and provide alternative responses that school professionals and parents can offer. Definitions and brief explanations of the…

Changes in drop-jump landing biomechanics during prolonged intermittent exercise.

PubMed

Schmitz, Randy J; Cone, John C; Tritsch, Amanda J; Pye, Michele L; Montgomery, Melissa M; Henson, Robert A; Shultz, Sandra J

2014-03-01

As injury rates rise in the later stages of sporting activities, a better understanding of lower extremity biomechanics in the later phases of gamelike situations may improve training and injury prevention programs. Lower extremity biomechanics of a drop-jump task (extracted from a principal components analysis) would reveal factors associated with risk of anterior cruciate ligament injury during a 90-minute individualized intermittent exercise protocol (IEP) and for 1 hour following the IEP. Controlled laboratory study. Level 4. Fifty-nine athletes (29 women, 30 men) completed 3 sessions. The first session assessed fitness for an IEP designed to simulate the demands of a soccer match. An experimental session assessed drop-jump biomechanics, after a dynamic warm-up, every 15 minutes during the 90-minute IEP, and for 1 hour following the IEP. A control session with no exercise assessed drop-jump performance at the same intervals. Two biomechanical factors early in the first half (hip flexion at initial contact and hip loading; ankle loading and knee shear force) decreased at the end of the IEP and into the 60-minute recovery period, while a third factor (knee loading) decreased only during the recovery period (P ≤ 0.05). The individualized sport-specific IEP may have more subtle effects on landing biomechanics when compared with short-term, exhaustive fatigue protocols. Potentially injurious landing biomechanics may not occur until the later stages of soccer activity.

Re-Evaluating the Speaking and Listening Demands of University Classes for Novice International Students

ERIC Educational Resources Information Center

Sheppard, Beth; Rice, Jennifer; Rice, Korey; DeCoster, Brendan; Drummond-Sardell, Rachel; Soelberg, Nate

2015-01-01

Instructors from an Intensive English Program (IEP) conducted classroom observations in university courses commonly attended by international students to answer two questions: 1) What listening and speaking demands do international students face in courses at our university? 2) How can instructors in our IEP better prepare our students for these…

Language Learning Strategy Use of ESL Students in an Intensive English Learning Context

ERIC Educational Resources Information Center

Hong-Nam, Kyungsim; Leavell, Alexandra G.

2006-01-01

This study investigated the language learning strategy use of 55 ESL students with differing cultural and linguistic backgrounds enrolled in a college Intensive English Program (IEP). The IEP is a language learning institute for pre-admissions university ESL students, and is an important step in developing not only students' basic Interpersonal…

Learners' Attitudes toward "English-Only" Institutional Policies: Language Use outside the Classroom

ERIC Educational Resources Information Center

Shvidko, Elena

2017-01-01

It is commonly believed that intensive English programs (IEP) are designed to immerse learners in an English-speaking environment to help them effectively develop their language skills. Therefore, despite countless studies on the importance of a learner's first language (L1) in second language learning, some IEPs enforce English-only policies that…

Provision of Early Intervention and Special Education Services to Eligible DoD Dependents. Final rule.

PubMed

2015-06-25

This rule reissues the current regulations and: Establishes policy, assigns responsibilities, and implements the non-funding and non-reporting provisions in DoD for: Provision of early intervention services (EIS) to infants and toddlers with disabilities and their families, as well as special education and related services to children with disabilities entitled under this part to receive education services from the DoD; implementation of a comprehensive, multidisciplinary program of EIS for infants and toddlers with disabilities and their families who, but for age, are eligible to be enrolled in DoD schools; provision of a free appropriate public education (FAPE), including special education and related services, for children with disabilities, as specified in their individualized education programs (IEP), who are eligible to enroll in DoD schools; and monitoring of DoD programs providing EIS, and special education and related services for compliance with this part. This rule also establishes a DoD Coordinating Committee to recommend policies and provide compliance oversight for early intervention and special education.

Curriculum Development for Students with Mild Disabilities: Academic and Social Skills for RTI Planning and Inclusion IEPs. Second Edition

ERIC Educational Resources Information Center

Jones, Carroll J.

2010-01-01

Many teachers of students with mild disabilities experience difficulty writing IEPs, and they lack a foundation in the regular education curriculum of academic skills and sequences associated with each grade level. This book was designed to provide this foundation. Presented in the form of scope and sequence charts that can be used as objectives…

Changes in Drop-Jump Landing Biomechanics During Prolonged Intermittent Exercise

PubMed Central

Schmitz, Randy J.; Cone, John C.; Tritsch, Amanda J.; Pye, Michele L.; Montgomery, Melissa M.; Henson, Robert A.; Shultz, Sandra J.

2014-01-01

Background: As injury rates rise in the later stages of sporting activities, a better understanding of lower extremity biomechanics in the later phases of gamelike situations may improve training and injury prevention programs. Hypothesis: Lower extremity biomechanics of a drop-jump task (extracted from a principal components analysis) would reveal factors associated with risk of anterior cruciate ligament injury during a 90-minute individualized intermittent exercise protocol (IEP) and for 1 hour following the IEP. Study Design: Controlled laboratory study. Level of Evidence: Level 4. Methods: Fifty-nine athletes (29 women, 30 men) completed 3 sessions. The first session assessed fitness for an IEP designed to simulate the demands of a soccer match. An experimental session assessed drop-jump biomechanics, after a dynamic warm-up, every 15 minutes during the 90-minute IEP, and for 1 hour following the IEP. A control session with no exercise assessed drop-jump performance at the same intervals. Results: Two biomechanical factors early in the first half (hip flexion at initial contact and hip loading; ankle loading and knee shear force) decreased at the end of the IEP and into the 60-minute recovery period, while a third factor (knee loading) decreased only during the recovery period (P ≤ 0.05). Conclusion: The individualized sport-specific IEP may have more subtle effects on landing biomechanics when compared with short-term, exhaustive fatigue protocols. Clinical Relevance: Potentially injurious landing biomechanics may not occur until the later stages of soccer activity. PMID:24587862

A pipeline of programs for collecting and analyzing group II intron retroelement sequences from GenBank

PubMed Central

2013-01-01

Background Accurate and complete identification of mobile elements is a challenging task in the current era of sequencing, given their large numbers and frequent truncations. Group II intron retroelements, which consist of a ribozyme and an intron-encoded protein (IEP), are usually identified in bacterial genomes through their IEP; however, the RNA component that defines the intron boundaries is often difficult to identify because of a lack of strong sequence conservation corresponding to the RNA structure. Compounding the problem of boundary definition is the fact that a majority of group II intron copies in bacteria are truncated. Results Here we present a pipeline of 11 programs that collect and analyze group II intron sequences from GenBank. The pipeline begins with a BLAST search of GenBank using a set of representative group II IEPs as queries. Subsequent steps download the corresponding genomic sequences and flanks, filter out non-group II introns, assign introns to phylogenetic subclasses, filter out incomplete and/or non-functional introns, and assign IEP sequences and RNA boundaries to the full-length introns. In the final step, the redundancy in the data set is reduced by grouping introns into sets of ≥95% identity, with one example sequence chosen to be the representative. Conclusions These programs should be useful for comprehensive identification of group II introns in sequence databases as data continue to rapidly accumulate. PMID:24359548

Effects of the CD-Rom Version of the "Self-Advocacy Strategy" on Quality of Contributions in IEP Meetings of High School Students with Intellectual Disability

ERIC Educational Resources Information Center

Cease-Cook, Jennifer; Test, David W.; Scroggins, La' Shawndra

2013-01-01

This study used a multiple-probe across participants design to examine the effects of the CD-Rom version of the "Self-Advocacy Strategy" on quality of contributions in Individual Education Plan (IEP) meetings of five high school students with intellectual disability. Results indicated a functional relationship between using the CD-Rom…

Interprofessional teamwork skills as predictors of clinical outcomes in a simulated healthcare setting.

PubMed

Shrader, Sarah; Kern, Donna; Zoller, James; Blue, Amy

2013-01-01

Teaching interprofessional (IP) teamwork skills is a goal of interprofessional education. The purpose of this study was to examine the relationship between IP teamwork skills, attitudes and clinical outcomes in a simulated clinical setting. One hundred-twenty health professions students (medicine, pharmacy, physician assistant) worked in interprofessional teams to manage a "patient" in a health care simulation setting. Students completed the Interdisciplinary Education Perception Scale (IEPS) attitudinal survey instrument. Students' responses were averaged by team to create an IEPS attitudes score. Teamwork skills for each team were rated by trained observers using a checklist to calculate a teamwork score (TWS). Clinical outcome scores (COS) were determined by summation of completed clinical tasks performed by the team based on an expert developed checklist. Regression analyses were conducted to determine the relationship of IEPS and TWS with COS. IEPS score was not a significant predictor of COS (p=0.054), but TWS was a significant predictor (p<0.001) of COS. Results suggest that in a simulated clinical setting, students' interprofessional teamwork skills are significant predictors of positive clinical outcomes. Interprofessional curricular models that produce effective teamwork skills can improve student performance in clinical environments and likely improve teamwork practice to positively affect patient care outcomes.

Child’s Autism Severity: Effect on West Virginia Caregiver Satisfaction with School Services

PubMed Central

Vohra, Rini; Madhavan, Suresh; Khanna, Rahul; Becker-Cottrill, Barbara

2016-01-01

Survey data was collected from 301 primary caregivers of children with autism registered at West Virginia Autism Training Center (WV ATC), to examine the impact of child’s autism severity on caregiver satisfaction with school services. Satisfaction with six school services was measured via a 3-point Likert scale: speech-language therapy, occupational therapy, social skills training, physical therapy, behavioral interventions, and assistance in improving study skills. Ordinal logistic regressions showed that caregivers of children with high autism severity were less likely to be satisfied with school services, as compared to caregivers of children with low autism severity (OR’s from 0.45 to 0.39). No significant differences existed in caregiver satisfaction with services between high and low autism severity groups, after addition of caregiver burden to the model. Findings suggest that child’s autism severity is a significant predictor of caregiver satisfaction with school services, and should be considered during development of child’s Individualized Education Program (IEP) and evaluation of caregiver satisfaction with the IEP. PMID:25643472

Child's autism severity: effect on West Virginia caregiver satisfaction with school services.

PubMed

Vohra, Rini; Madhavan, Suresh; Khanna, Rahul; Becker-Cottrill, Barbara

2014-01-01

Survey data was collected from 301 primary caregivers of children with autism registered at West Virginia Autism Training Center (WV ATC), to examine the impact of child's autism severity on caregiver satisfaction with school services. Satisfaction with six school services was measured via a 3-point Likert scale: speech-language therapy, occupational therapy, social skills training, physical therapy, behavioral interventions, and assistance in improving study skills. Ordinal logistic regressions showed that caregivers of children with high autism severity were less likely to be satisfied with school services, as compared to caregivers of children with low autism severity (OR's from 0.45 to 0.39). No significant differences existed in caregiver satisfaction with services between high and low autism severity groups, after addition of caregiver burden to the model. Findings suggest that child's autism severity is a significant predictor of caregiver satisfaction with school services, and should be considered during development of child's Individualized Education Program(IEP) and evaluation of caregiver satisfaction with the IEP.

Effects of recovery mode (active vs. passive) on performance during a short high-intensity interval training program: a longitudinal study.

PubMed

Ben Abderrahman, Abderraouf; Zouhal, Hassane; Chamari, Karim; Thevenet, Delphine; de Mullenheim, Pierre-Yves; Gastinger, Steven; Tabka, Zouhair; Prioux, Jacques

2013-06-01

The aim of this longitudinal study was to compare two recovery modes (active vs. passive) during a seven-week high-intensity interval training program (SWHITP) aimed to improve maximal oxygen uptake ([Formula: see text]), maximal aerobic velocity (MAV), time to exhaustion (t lim) and time spent at a high percentage of [Formula: see text], i.e., above 90 % (t90 [Formula: see text]) and 95 % (t95 [Formula: see text]) of [Formula: see text]. Twenty-four adults were randomly assigned to a control group that did not train (CG, n = 6) and two training groups: intermittent exercise (30 s exercise/30 s recovery) with active (IEA, n = 9) or passive recovery (IEP, n = 9). Before and after seven weeks with (IEA and IEP) or without (CG) high-intensity interval training (HIT) program, all subjects performed a maximal graded test to determine their [Formula: see text] and MAV. Subsequently only the subjects of IEA and IEP groups carried out an intermittent exercise test consisting of repeating as long as possible 30 s intensive runs at 105 % of MAV alternating with 30 s active recovery at 50 % of MAV (IEA) or 30 s passive recovery (IEP). Within IEA and IEP, mean t lim and MAV significantly increased between the onset and the end of the SWHITP and no significant difference was found in t90 VO2max and t95 VO2max. Furthermore, before and after the SWHITP, passive recovery allowed a longer t lim for a similar time spent at a high percentage of VO2max. Finally, within IEA, but not in IEP, mean VO2max increased significantly between the onset and the end of the SWHITP both in absolute (p < 0.01) and relative values (p < 0.05). In conclusion, our results showed a significant increase in VO2max after a SWHITP with active recovery in spite of the fact that t lim was significantly longer (more than twice longer) with respect to passive recovery.

A novel pain interprofessional education strategy for trainees: Assessing impact on interprofessional competencies and pediatric pain knowledge

PubMed Central

Hunter, Judith P; Stinson, Jennifer; Campbell, Fiona; Stevens, Bonnie; Wagner, Susan J; Simmons, Brian; White, Meghan; van Wyk, Margaret

2015-01-01

BACKGROUND: Health care trainees/students lack knowledge and skills for the comprehensive clinical assessment and management of pain. Moreover, most teaching has been limited to classroom settings within each profession. OBJECTIVES: To develop and evaluate the feasibility and preliminary outcomes of the ‘Pain-Interprofessional Education (IPE) Placement’, a five-week pain IPE implemented in the clinical setting. The utility (content validity, readability, internal consistency and practical considerations) of the outcome measures was also evaluated. METHODS: A convenience sample of 21 trainees from eight professions was recruited over three Pain-IPE Placement cycles. Pre- and postcurriculum assessment included: pain knowledge (Pediatric Pain Knowledge and Attitudes Survey), IPE attitudes (Interdisciplinary Education Perception Scale [IEPS]) and IPE competencies (Interprofessional Care Core Competencies Global Rating Scales [IPC-GRS]), and qualitative feedback on process/acceptability. RESULTS: Recruitment and retention met expectations. Qualitative feedback was excellent. IPE measures (IEPS and IPC-GRS) exhibited satisfactory utility. Postcurriculum scores improved significantly: IEPS, P<0.05; IPC-GRS constructs, P<0.01; and competencies, P<0.001. However, the Pediatric Pain Knowledge and Attitudes Survey exhibited poor utility in professions without formal pharmacology training. Scores improved in the remaining professions (n=14; P<0.01). DISCUSSION: There was significant improvement in educational outcomes. The IEPS and IPC-GRS are useful measures of IPE-related learning. At more advanced training levels, a single pain-knowledge questionnaire may not accurately reflect learning across diverse professions. CONCLUSION: The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies. The present study represents a first step at defining and assessing change in interprofessional competencies gained from Pain-IPE. PMID:25144859

Improved Evolutionary Programming with Various Crossover Techniques for Optimal Power Flow Problem

NASA Astrophysics Data System (ADS)

Tangpatiphan, Kritsana; Yokoyama, Akihiko

This paper presents an Improved Evolutionary Programming (IEP) for solving the Optimal Power Flow (OPF) problem, which is considered as a non-linear, non-smooth, and multimodal optimization problem in power system operation. The total generator fuel cost is regarded as an objective function to be minimized. The proposed method is an Evolutionary Programming (EP)-based algorithm with making use of various crossover techniques, normally applied in Real Coded Genetic Algorithm (RCGA). The effectiveness of the proposed approach is investigated on the IEEE 30-bus system with three different types of fuel cost functions; namely the quadratic cost curve, the piecewise quadratic cost curve, and the quadratic cost curve superimposed by sine component. These three cost curves represent the generator fuel cost functions with a simplified model and more accurate models of a combined-cycle generating unit and a thermal unit with value-point loading effect respectively. The OPF solutions by the proposed method and Pure Evolutionary Programming (PEP) are observed and compared. The simulation results indicate that IEP requires less computing time than PEP with better solutions in some cases. Moreover, the influences of important IEP parameters on the OPF solution are described in details.

Education rights and the special needs child.

PubMed

Dalton, Margaret A

2002-10-01

A child with a disability has a federally protected right to special education and related services when he or she needs them to benefit from education. The term "disability" is not limited to physical disability but rather includes mental disability, including mental retardation, serious emotional disturbance, autism, traumatic brain injury, specific learning disabilities, and other health impairments. A parent may request that a child be evaluated by the school district for special education and related services. The law sets forth specific guidelines for the evaluation, assessment, and eligibility determination. Unique to each child, the IEP is the written plan that documents the child's special education and related services. The initial IEP is developed at a meeting among parents, various school personnel, and others whom the parents may wish to invite. Parents are an integral part of the team and are involved in all decisions by the team. The IEP must be reviewed annually, with attention given to whether educational objectives have been met. For a child with mental health issues, the IEP likely contains "related services," such as counseling, and measurable goals to improve behaviors in the school setting. When a child's condition is such that he or she cannot benefit from education in the regular school setting, other placements are considered. The school district maintains the ultimate responsibility of the cost of all such education placements, including residential care. A child with behaviors that result in frequent suspensions should have a functional analysis assessment by the school psychologist. The results of the assessment can be used to create a behavioral intervention plan. (If the school refuses to perform an assessment or develop a plan, the usual remedy of a due process hearing is available to the parents.) This plan should address problem behaviors and include strategies for redirecting the child's behavior. Even if a special education child is "expelled" from school, the district maintains the responsibility of providing FAPE. For this reason, districts--even in their own interests--should be proactive in dealing with these children, which often has not been the case. The Supreme Court has said that a child with services under IDEA (a child with an IEP) must receive some benefit from his or her education [31]. The issue of "how much benefit is enough benefit" is still troubling to parents and schools alike. The court also has ruled that related services, even costly ones such as a one-to-one nursing aide, must be provided if a qualifying child needs such services to access education [29]. Children with disabilities were long excluded from the public education system in this country. Obvious exclusion rarely occurs in the current education system, although exclusion through isolation does. Children with disabilities, especially mental disabilities, need and deserve the same educational benefit offered to children without those differences.

Impact of Tourette Syndrome on School Measures in a Nationally Representative Sample.

PubMed

Claussen, Angelika H; Bitsko, Rebecca H; Holbrook, Joseph R; Bloomfield, Jeanette; Giordano, Kathy

2018-05-01

Children with Tourette syndrome (TS) are at risk for a variety of co-occurring conditions and learning and school problems. The purpose of this study was to determine the impact of TS and co-occurring conditions on school measures. Parent-reported data from the 2007-2008 and 2011-2012 National Survey of Children's Health were combined (n = 129,353 children aged 6-17 yrs). Parent report of health care provider diagnosis of TS; co-occurring mental, emotional, and behavioral conditions; learning and language conditions; and school measures were assessed. School measures included type of school, individual education plan (IEP), number of school days missed, school problems, doing well in school, doing homework, and repeating a grade. Children with TS were compared with those who never had TS on school measures accounting for co-occurring conditions. After adjusting for demographics, compared with children without TS, children currently with TS were more likely to have an IEP, have a parent contacted about school problems, and not complete homework. After further adjusting for co-occurring conditions, only IEP status remained statistically significant. Compared with children with mild TS, children with moderate or severe TS were more likely to have an IEP, repeat a grade, encounter school problems, and not care about doing well in school. Tourette syndrome severity and co-occurring conditions are associated with school challenges and educational service needs. Awareness among health care providers, teachers and parents of the potential challenges related to both TS and co-occurring conditions would help to best support the child's education.

Teacher and child predictors of achieving IEP goals of children with autism.

PubMed

Ruble, Lisa; McGrew, John H

2013-12-01

It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) were analyzed. Predictors evaluated against child IEP goal attainment included child, teacher, intervention practice, and implementation practice variables based on an implementation science framework (Dunst and Trivette in J Soc Sci 8:143-148, 2012). Findings revealed one child (engagement), one teacher (exhaustion), two intervention quality (IEP quality for targeted and not targeted elements), and no implementation quality variables accounted for variance in child outcomes when analyzed separately. When the four significant variables were compared against each other in a single regression analysis, IEP quality accounted for one quarter of the variance in child outcomes.

Teacher and Child Predictors of Achieving IEP Goals of Children with Autism

PubMed Central

Ruble, Lisa; McGrew, John H.

2013-01-01

It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) were analyzed. Predictors evaluated against child IEP goal attainment included child, teacher, intervention practice, and implementation practice variables based on an implementation science framework (Dunst and Trivette in J Soc Sci 8:143–148, 2012). Findings revealed one child (engagement), one teacher (exhaustion), two intervention quality (IEP quality for targeted and not targeted elements), and no implementation quality variables accounted for variance in child outcomes when analyzed separately. When the four significant variables were compared against each other in a single regression analysis, IEP quality accounted for one quarter of the variance in child outcomes. PMID:23838728

Cognitive and Behavioral Outcomes After Early Exposure to Anesthesia and Surgery

PubMed Central

Katusic, Slavica K.; Colligan, Robert C.; Wilder, Robert T.; Voigt, Robert G.; Olson, Michael D.; Sprung, Juraj; Weaver, Amy L.; Schroeder, Darrell R.; Warner, David O.

2011-01-01

BACKGROUND: Annually, millions of children are exposed to anesthetic agents that cause apoptotic neurodegeneration in immature animals. To explore the possible significance of these findings in children, we investigated the association between exposure to anesthesia and subsequent (1) learning disabilities (LDs), (2) receipt of an individualized education program for an emotional/behavior disorder (IEP-EBD), and (3) scores of group-administered achievement tests. METHODS: This was a matched cohort study in which children (N = 8548) born between January 1, 1976, and December 31, 1982, in Rochester, Minnesota, were the source of cases and controls. Those exposed to anesthesia (n = 350) before the age of 2 were matched to unexposed controls (n = 700) on the basis of known risk factors for LDs. Multivariable analysis adjusted for the burden of illness, and outcomes including LDs, receipt of an IEP-EBD, and the results of group-administered tests of cognition and achievement were outcomes. RESULTS: Exposure to multiple, but not single, anesthetic/surgery significantly increased the risk of developing LDs (hazard ratio: 2.12 [95% confidence interval: 1.26–3.54]), even when accounting for health status. A similar pattern was observed for decrements in group-administered tests of achievement and cognition. However, exposure did not affect the rate of children receiving an individualized education program. CONCLUSIONS: Repeated exposure to anesthesia and surgery before the age of 2 was a significant independent risk factor for the later development of LDs but not the need for educational interventions related to emotion/behavior. We cannot exclude the possibility that multiple exposures to anesthesia/surgery at an early age may adversely affect human neurodevelopment with lasting consequence. PMID:21969289

Rational thinking in school-based practice.

PubMed

Clark, Mary Kristen; Flynn, Perry

2011-01-01

We reflect on Alan Kamhi's (2011) prologue on balancing certainty and uncertainty as it pertains to school-based practice. In schools, rational thinking depends on effective team processes, much like professional learning communities. We consider the conditions that are required for rational thinking and how rational team dialogue confronts uncertainties. We provide suggestions for how this dialogue can be used throughout the individualized education program (IEP) process to lead to more positive experiences for all team members as well as improved student outcomes. Rational thinking in school-based practice may be manifest by closer adherence to the tenets [corrected] of the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA), ultimately resulting in increased rational thought and improved student outcomes.

Developing and Monitoring Individual Education Plans for Handicapped Children.

ERIC Educational Resources Information Center

Armstrong, Mary Lee

The practicum was designed to develop, implement, monitor, and evaluate a management system for developing and monitoring individual education plans (IEPs) for handicapped children as mandated by P.L. 94-142, the Education for All Handicapped Children Act. The products included an expectancy formula for educable mentally retarded (EMR) and…

Students' perceptions of the interprofessional team in practice through the application of servant leadership principles.

PubMed

Neill, Mark; Hayward, Karen S; Peterson, Teri

2007-08-01

This study examined students' perceptions of interprofessional practice within a framework of servant leadership principles, applied in the care of rural older adults utilizing a service learning model. Mobile wellness services were provided through the Idaho State University Senior Health Mobile project in a collaborative team approach in the community-based setting. Students from varied health professional programs were placed in teams for the provision of wellness care, with communication among team members facilitated by a health professions faculty member serving as field coordinator. The Interdisciplinary Education Perception Scale (IEPS) was used to measure students' perceptions of interprofessional practice using a pretest post-test research design. Multivariate analysis was performed revealing a significant pretest to post-test effect on students' perceptions as measured by factors inherent in the IEPS and deemed essential to effective interprofessional practice. Univariate analysis revealed a significant change in students' perception of professional competence and autonomy, actual cooperation and resource sharing within and across professions, and an understanding of the value and contributions of other professionals from pretest to post-test.

Association between reading speed, cycloplegic refractive error, and oculomotor function in reading disabled children versus controls.

PubMed

Quaid, Patrick; Simpson, Trefford

2013-01-01

Approximately one in ten students aged 6 to 16 in Ontario (Canada) school boards have an individual education plan (IEP) in place due to various learning disabilities, many of which are specific to reading difficulties. The relationship between reading (specifically objectively determined reading speed and eye movement data), refractive error, and binocular vision related clinical measurements remain elusive. One hundred patients were examined in this study (50 IEP and 50 controls, age range 6 to 16 years). IEP patients were referred by three local school boards, with controls being recruited from the routine clinic population (non-IEP patients in the same age group). A comprehensive eye examination was performed on all subjects, in addition to a full binocular vision work-up and cycloplegic refraction. In addition to the cycloplegic refractive error, the following binocular vision related data was also acquired: vergence facility, vergence amplitudes, accommodative facility, accommodative amplitudes, near point of convergence, stereopsis, and a standardized symptom scoring scale. Both the IEP and control groups were also examined using the Visagraph III system, which permits recording of the following reading parameters objectively: (i) reading speed, both raw values and values compared to grade normative data, and (ii) the number of eye movements made per 100 words read. Comprehension was assessed via a questionnaire administered at the end of the reading task, with each subject requiring 80% or greater comprehension. The IEP group had significantly greater hyperopia compared to the control group on cycloplegic examination. Vergence facility was significantly correlated to (i) reading speed, (ii) number of eye movements made when reading, and (iii) a standardized symptom scoring system. Vergence facility was also significantly reduced in the IEP group versus controls. Significant differences in several other binocular vision related scores were also found. This research indicates there are significant associations between reading speed, refractive error, and in particular vergence facility. It appears sensible that students being considered for reading specific IEP status should have a full eye examination (including cycloplegia), in addition to a comprehensive binocular vision evaluation.

Special Education and General Education--Coordinated or Separated? A Study of Curriculum Planning for Pupils with Special Educational Needs

ERIC Educational Resources Information Center

Nilsen, Sven

2017-01-01

The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers…

Discipline under IDEA.

ERIC Educational Resources Information Center

Horton, Janet L.

1999-01-01

Discretion and regulatory flexibility must be managed without violating the amended, reauthorized Individuals with Disabilities Education Act. Misbehaving disabled students may be removed from their educational placements for 10 consecutive days or less--the same punishment meted out to regular students. Longer-term placements need IEP team…

Preparing Students with Moderate/Severe Disabilities for Employment

ERIC Educational Resources Information Center

Dragula, Peter

2009-01-01

Under United States federal law, students who are in special education are guaranteed the right to attend school, but their education will vary depending upon their disability and their independent goals that are developed in a contract between the school and the parents called an Individual Educational Plan or IEP. Students with moderate/severe…

The Design of an IEP Decision Aid: A Tool for Diverse Parents of Children with Autism

ERIC Educational Resources Information Center

Schuttler, Jessica Oeth

2012-01-01

Decision-making is a universal process that occurs constantly in life. Parent participation in educational decision-making is recognized as important by special education law, by special education and school psychology literature (Christenson & Sheridan, 2001; IDEIA, 2004;). Partnership in decision-making is especially important for parents of…

Intensive English Programs Newsletter, 1994-1996.

ERIC Educational Resources Information Center

Mcdonald, Andrew, Ed.; Mcdonald, Gina, Ed.

1996-01-01

This document consists of the six issues of this newsletter published during the two-year period summer 1994 to summer 1996. Intended for teachers of intensive English-as-a-Second-Language programs (IEPs), the issue contains the following articles: "The Inviolable Core of Intensive English Programs" (Fredricka L. Stoller); "Report from Baltimore:…

Lessons Learned from Research on Individual Educational Plans in Sweden: Obstacles, Opportunities and Future Challenges

ERIC Educational Resources Information Center

Andreasson, Ingela; Asp-Onsjö, Lisa; Isaksson, Joakim

2013-01-01

Since 1995, all Swedish compulsory schools have had a legal obligation to establish individual educational plans (IEPs) for pupils with special educational needs. However, previous research shows that there are a number of issues associated with how these plans are used in schools' overall work and identifies a discrepancy between educational…

What Are the Lived Experiences of Parents Regarding Special Education Service Decisions for Their Children and Their Interactions with School Officials?

ERIC Educational Resources Information Center

Doorn, Sean Travis

2017-01-01

This study utilized symbolic interaction theory and a phenomenological methodology to explore the meanings and perceptions of special education by parents whose children have special needs (i.e., disabilities) and their experiences working with school professionals. Parents who accepted Individualized Educational Plan (IEP) services and parents…

Cloning and characterization of Bacillus subtilis iep, which has positive and negative effects on production of extracellular proteases.

PubMed

Tanaka, T; Kawata, M

1988-08-01

We have isolated a DNA fragment from Bacillus subtilis 168 which, when present in a high-copy plasmid, inhibited production of extracellular alkaline and neutral proteases. The gene responsible for this activity was referred to as iep. The open reading frame of iep was found to be incomplete in the cloned DNA fragment. When the intact iep gene was reconstructed after the missing part of the iep gene had been cloned, it showed an enhancing effect on the production of the extracellular proteases. The open reading frame encodes a polypeptide of 229 amino acids with a molecular weight of ca. 25,866. Deletion of two amino acids from the N-terminal half of the putative iep protein resulted in dual effects, i.e., a decrease in the inhibitory activity shown by the incomplete iep gene and a slight increase in the enhancing activity shown by the complete iep gene. These results show that the iep gene product is a bifunctional protein, containing inhibitory and enhancing activities for the exoprotease production in the N-terminal and C-terminal regions, respectively. It was found by genetic and functional analyses that iep lies very close to sacU.

Courtside: Settle Good?

ERIC Educational Resources Information Center

Zirkel, Perry A.

2004-01-01

In the Spring of 1998 the Portland (Oregon) Public Schools hired Dr. Pamela Settlegoode as an adapted physical education teacher for the coming academic year. Her job was to provide adapated PE to students with disabilities in three different schools and to draft individualized education plans (IEPs) in accordance with federal law. Soon after…

The Effect of Co-Teaching on Student Achievement in Ninth Grade Physical Science Classrooms

NASA Astrophysics Data System (ADS)

LaFever, Karen M.

Co-teaching is a method that is increasing within schools across the US as educators strive to leave no child behind. It is a costly method, having two paid instructors in one classroom, with an average of 24 students shared between them. If it significantly increases the achievement of all students, it is well worth the costs involved. However, few studies have analyzed the effectiveness of this method on student achievement. This research follows the academic accomplishments of students in a ninth grade physical science course. Nine sections of the course "Force and Motion" were taught with a single teacher, and two additional sections were co-taught, one led by a science-certified and special educator, and another co-taught by two science certified teachers. Subgroup achievement performance was analyzed to determine whether significant differences exist between students with or without IEPs, as well as other factors such as free and reduced lunch status or gender. The results show significance with the presence of a co-teacher, while there is minimal effect size of co-teaching in this study for students with IEPs. The benefactors in these ninth grade co-taught classes were the students without IEPs, an unintended result of co-teaching.

The group II intron maturase: a reverse transcriptase and splicing factor go hand in hand.

PubMed

Zhao, Chen; Pyle, Anna Marie

2017-12-01

The splicing of group II introns in vivo requires the assistance of a multifunctional intron encoded protein (IEP, or maturase). Each IEP is also a reverse-transcriptase enzyme that enables group II introns to behave as mobile genetic elements. During splicing or retro-transposition, each group II intron forms a tight, specific complex with its own encoded IEP, resulting in a highly reactive holoenzyme. This review focuses on the structural basis for IEP function, as revealed by recent crystal structures of an IEP reverse transcriptase domain and cryo-EM structures of an IEP-intron complex. These structures explain how the same IEP scaffold is utilized for intron recognition, splicing and reverse transcription, while providing a physical basis for understanding the evolutionary transformation of the IEP into the eukaryotic splicing factor Prp8. Copyright © 2017 Elsevier Ltd. All rights reserved.

Cloning and characterization of Bacillus subtilis iep, which has positive and negative effects on production of extracellular proteases.

PubMed Central

Tanaka, T; Kawata, M

1988-01-01

We have isolated a DNA fragment from Bacillus subtilis 168 which, when present in a high-copy plasmid, inhibited production of extracellular alkaline and neutral proteases. The gene responsible for this activity was referred to as iep. The open reading frame of iep was found to be incomplete in the cloned DNA fragment. When the intact iep gene was reconstructed after the missing part of the iep gene had been cloned, it showed an enhancing effect on the production of the extracellular proteases. The open reading frame encodes a polypeptide of 229 amino acids with a molecular weight of ca. 25,866. Deletion of two amino acids from the N-terminal half of the putative iep protein resulted in dual effects, i.e., a decrease in the inhibitory activity shown by the incomplete iep gene and a slight increase in the enhancing activity shown by the complete iep gene. These results show that the iep gene product is a bifunctional protein, containing inhibitory and enhancing activities for the exoprotease production in the N-terminal and C-terminal regions, respectively. It was found by genetic and functional analyses that iep lies very close to sacU. Images PMID:3136143

Detailed characterization of polydnavirus immunoevasive proteins in an endoparasitoid wasp.

PubMed

Tanaka, Kohjiro; Matsumoto, Hitoshi; Hayakawa, Yoichi

2002-05-01

Polydnaviruses are a unique group of insect viruses in terms of their obligate and symbiotic associations with some parasitic wasps. The Cotesia kariyai polydnavirus (CkPDV) replicates only in ovarian calyx cells of C. kariyai female wasps and is injected into the wasp's host, the armyworm Pseudaletia separata, along with the eggs. A previous study indicated the possibility that one of the CkPDV surface proteins mediates immunoevasion by the wasp from the encapsulation reaction of the host insect's hemocytes. This protein was named immunoevasive protein (IEP). The present studies substantially confirmed the previous observation by showing that an anti-IEP IgG neutralizes immunoevasive activity on the wasp eggs. Further, we isolated the IEP homologue (IEP-2) cDNA and IEP (IEP-1) cDNA, sequenced them and found that both are cysteine-rich proteins, each containing epidermal growth factor (EGF)-like repeats. IEP genes were not found to reside in the CkPDV genome, but in the wasp chromosomal DNA. IEPs are synthesized in the female reproductive tract and their expression was detected from 4 days after pupation, 1 day later than expression of the virus capsid proteins. In situ hybridization and immunocytochemistry indicated that the lateral oviduct cells of the reproductive tracts produce IEP-1/IEP-2 mRNAs and secrete the proteins into the oviduct. These data suggest that the expression pattern and localization of IEPs are different from other components of CkPDV virions.

A Survey Study of College Students with Disabilities and Their Involvement in the IEP/Transition Planning Process

ERIC Educational Resources Information Center

Eddy, Steve Eugene

2010-01-01

Educating students with disabilities gained national attention in 1975 with the passage of Public Law 94-142 the Education of All Handicapped Children Act. This law provided students with disabilities with equal access to the same free and appropriate education as students without disabilities, and mandated that schools provide students with…

Effect of smile index and incisal edge position on perception of attractiveness in different age groups.

PubMed

Chou, J-C; Nelson, A; Katwal, D; Elathamna, E N; Durski, M T

2016-11-01

Changes in occlusal vertical dimension (OVD) and age have been found to affect Smile Index (SI, width/height of smile). Limited information is available regarding the aesthetic effects of these changes. The objective of this study was to evaluate the attractiveness of digitally manipulated smile images with differences in SI and incisal edge position (IEP) judged by respondents in different age groups. A total of 12 smile images were generated with varying SI (3·5, 5·3, 7·2, 9·0) and IEP (High, Medium, Low). Fifty respondents each in four age groups (15-24, 25-39, 40-54, 55+) evaluated the attractiveness of the 12 images using a 0-10 visual analog scale (VAS, 10 being most attractive). A repeated-measures three-factorial mixed model assessed differences. SI, IEP and age of respondents were found to significantly influence attractiveness score (P < 0·01 for all). With all age groups combined, SI = 7·2/IEP = Medium was most attractive (VAS = 7·22), followed by SI = 9·0/IEP = Medium, and SI = 5·3/IEP = Medium (VAS = 6·53 and 6·48, respectively). SI = 3·5/IEP = High and SI = 3·5/IEP = Low were least attractive (VAS = 1·99 and VAS = 2·58, respectively). Age group significantly influenced aesthetic perception, with younger respondents more critical in differences in SI and IEP. SI and IEP significantly influenced attractiveness of the smile in all respondent age groups. Low SI (i.e. 3·5) combined with high or low IEP was unattractive. Medium SI to high SI (i.e. 5·3-9·0) combined with medium IEP were considered attractive. © 2016 John Wiley & Sons Ltd.

Individualized Education Plans (IEPs) (For Parents)

MedlinePlus

... in a special way, for reasons such as: learning disabilities attention deficit hyperactivity disorder (ADHD) emotional disorders cognitive ... the child would be tested for a specific learning disability or other impairment to help determine qualification for ...

Transition Planning for Foster Youth

ERIC Educational Resources Information Center

Geenen, Sarah J.; Powers, Laurie E.

2006-01-01

The study evaluated the IEPs/Individualized Transition Plans of 45 students who were in special education and foster care, and compared them to the plans of 45 students who were in special education only. Results indicate that the transition plans of foster youth with disabilities were poor in quality, both in absolute terms and in comparison to…

Predictors of Supported Employment for Transitioning Youth with Developmental Disabilities

ERIC Educational Resources Information Center

Simonsen, Monica Lynn

2010-01-01

The Individuals with Disabilities Education Act of 2004 requires school systems to plan systematically for the transition from school to post-secondary education and/or employment and include measurable post-school goals in students' IEPs. Schools are required to coordinate activities, such as work experiences, to assist students in meeting their…

Launcher Dynamic Data Acquisition

DTIC Science & Technology

2012-07-31

K PR Pressure PR Pressure PR Accelerometer PR Accelerometer PR Accelerometer PR Pressure PR Pressure IEPE Microphone IEPE ...transducers, displacement potentiometers, or Integrated Electronics Piezoelectric ( IEPE ) microphones and accelerometers. The characteristics of these...Engineering Units HCl hydrogen chloride HVAC heating ventilation and cooling Hz hertz IEC International Electrotechnical Commission IEPE

Immunoelectrophoresis: a method with many faces.

PubMed

Csako, Gyorgy

2012-01-01

Immunoelectrophoresis (IEP) was the first practical method that combined electrophoresis and -immunoprecipitation for identifying and characterizing proteins within complex mixtures. Over the years, IEP has been extended to include a variety of techniques and, as a general name, has been applied to virtually any technique that involves electrophoresis and antigen-antibody precipitin reaction for proteins. Because of the diversity in technical details of different IEP versions, the method described here deals only with classic IEP. Although it requires some manual expertise, IEP is versatile, relatively easy to customize, and economical with no need for expensive instrumentation. Further, it can discern identity, partial identity, and nonidentity of the proteins. Any low-viscosity body fluid specimen or, possibly, culture fluid and tissue extract could be tested with IEP if proper antibodies are available. With these attributes, classic IEP remains a valuable tool for clinical diagnostic testing, purity checking of biochemical and pharmaceutical products, and research.

A Descriptive Case Study of Writing Standards-Based Individualized Education Plan Goals via Problem-Based Learning in a Virtual World

ERIC Educational Resources Information Center

Blair, Peter J.

2017-01-01

The goal of this study was to examine the professional development experiences of two contrastive participants while they were creating standards-based individualized education plan (IEP) goals using a virtual world called TeacherSim. Two specific focuses of the study were on how special educators engaged with the task of creating standards-based…

Research-Based Interventions and Practices in Special Education: A Parent's Guide for Understanding. Information and Questions to Ask at IEP Team Meetings

ERIC Educational Resources Information Center

Copenhaver, John; Rudio, Jack

2005-01-01

The No Child Left Behind Act was designed primarily to ensure educational accountability through schools producing positive results or outcomes for educational efforts. With this policy change, a need exists to provide parents information that describes the evidence basis for curriculum materials and interventions that are being used in special…

Parents' perspectives on transition and postsecondary outcomes for their children who are d/Deaf or hard of hearing.

PubMed

Cawthon, Stephanie W; Caemmerer, Jacqueline M

2014-01-01

Parent involvement and parent expectations are important factors in successful academic and career outcomes for students who are d/Deaf or hard of hearing. Parental roles are particularly important during the transition planning process for students with disabilities. Results are presented from an exploratory study of 56 parents that measured their involvement, perceptions, and expectations during the transition process. Parents positively rated their experiences with the individualized education program (IEP) process and held high expectations for both their child's educational attainment and employment. However, differences in expectations and perceptions emerged among parents whose children had co-occurring disabilities. Future directions for research and practice are discussed, including the implications of the demographics of the study sample and the relationship between parental demographics and parents' expectations for their children.

Maltreated Infants: Reported Eligibility for Part C and Later School-Age Special Education Services

ERIC Educational Resources Information Center

Scarborough, Anita A.; McCrae, Julie S.

2008-01-01

National estimates of characteristics of maltreated infants and report of an Individualized Family Service Plan (IFSP) and an Individualized Education Plan (IEP) 54 months later are presented. The study was based on 1,196 infants from the National Survey of Child and Adolescent Well-Being. Measures of neurodevelopment, language, and cognition were…

Section 504--The 1973 Law Still Makes a Difference

ERIC Educational Resources Information Center

Dobson, Beth Ann

2013-01-01

The process of developing and implementing a 504 plan is different from that of implementing an Individualized Education Plan (IEP). This author has been a teacher of deaf and hard of hearing students under the Special Education Department in Prince William County Schools for 11 years. She had never had a student referred to the team that handles…

Documentation for Students in Residential Care: Network of Relations of Human and Non-Human Actants

ERIC Educational Resources Information Center

Severinsson, Susanne

2016-01-01

Swedish and international research points to serious problems for the education of students with social, emotional and behavioural difficulties (SEBD) in the care of social welfare, for example, in residential care. The aim of this article is to elucidate how documentation, care plans (CPs) and individual educational plans (IEPs) outline the…

Mothers' Perceptions of Social Work Helpgiving Practices: Implications for the Role of the School Social Worker

ERIC Educational Resources Information Center

Lind, Kristina S.

2012-01-01

The Individual with Disabilities Act has strengthened the role of parents in their children's special education. School social workers are one of the educational professionals in attendance at IEP staffings, yet their role definition continues to be poorly articulated. This qualitative study investigated school social work helpgiving practices…

IEP Goals. Alliance Action Information Sheets

ERIC Educational Resources Information Center

Technical Assistance ALLIANCE for Parent Centers, 2007

2007-01-01

IDEA is the nation's special education law. Under IDEA if a child is found to be a "child with a disability," he or she is eligible for special education and related services. If your child has a disability, under IDEA, a team of people will gather to talk about what special instruction and services your child needs. This team includes…

Information Exchange Procedures for Major Research Universities; Technical Diary of the Major Research Universities' Pilot Test.

ERIC Educational Resources Information Center

Topping, Jim

The applicability and validity of NCHEMS' Information Exchange Procedures (IEP) to major research universities are examined. IEP enables peer institutions to compare information about their resources. Evaluation of the IEP costing methods are examined in this document, which is intended as an appendix to "Evaluation of the IEP Costing…

Local anti-fertility effect of inhibin-enriched preparation (IEP) in female hamsters.

PubMed

Bapat, B V; Nandedkar, T D; Sheth, A R

1984-04-01

An inhibin-enriched preparation (IEP) involved in the regulation of follicle stimulating hormone (FSH) is known to play an important role in the normal ovarian cycle. In utero administration of 10 micrograms of IEP on day 3 of pregnancy completely prevented implantation in hamsters. No toxic effect of IEP was observed on the blastocysts as indicated by the dye exclusion test performed with Trypan blue. Thus, the results of the present study indicate an extra-pituitary site of action for the anti-implantation effect of IEP.

VR Employment Outcomes of Individuals with Autism Spectrum Disorders: A Decade in the Making.

PubMed

Alverson, Charlotte Y; Yamamoto, Scott H

2018-01-01

This study utilized hierarchical linear modeling analysis of a 10-year extant dataset from Rehabilitation Services Administration to investigate significant predictors of employment outcomes for vocational rehabilitation (VR) clients with autism. Predictor variables were gender, ethnicity, attained education level, IEP status in high school, secondary disability status, and total number of VR services. Competitive employment was the criterion variable. Only one predictor variable, Total Number of VR Services, was significant across all 10 years. IEP status in high school was not significant in any year. The remaining predictors were significant in one or more years. Further research and implications for researchers and practitioners are included.

Full trans-activation mediated by the immediate-early protein of equine herpesvirus 1 requires a consensus TATA box, but not its cognate binding sequence.

PubMed

Kim, Seong K; Shakya, Akhalesh K; O'Callaghan, Dennis J

2016-01-04

The immediate-early protein (IEP) of equine herpesvirus 1 (EHV-1) has extensive homology to the IEP of alphaherpesviruses and possesses domains essential for trans-activation, including an acidic trans-activation domain (TAD) and binding domains for DNA, TFIIB, and TBP. Our data showed that the IEP directly interacted with transcription factor TFIIA, which is known to stabilize the binding of TBP and TFIID to the TATA box of core promoters. When the TATA box of the EICP0 promoter was mutated to a nonfunctional TATA box, IEP-mediated trans-activation was reduced from 22-fold to 7-fold. The IEP trans-activated the viral promoters in a TATA motif-dependent manner. Our previous data showed that the IEP is able to repress its own promoter when the IEP-binding sequence (IEBS) is located within 26-bp from the TATA box. When the IEBS was located at 100 bp upstream of the TATA box, IEP-mediated trans-activation was very similar to that of the minimal IE(nt -89 to +73) promoter lacking the IEBS. As the distance from the IEBS to the TATA box decreased, IEP-mediated trans-activation progressively decreased, indicating that the IEBS located within 100 bp from the TATA box sequence functions as a distance-dependent repressive element. These results indicated that IEP-mediated full trans-activation requires a consensus TATA box of core promoters, but not its binding to the cognate sequence (IEBS). Copyright © 2015 Elsevier B.V. All rights reserved.

Full trans–activation mediated by the immediate–early protein of equine herpesvirus 1 requires a consensus TATA box, but not its cognate binding sequence

PubMed Central

Kim, Seong K.; Shakya, Akhalesh K.; O'Callaghan, Dennis J.

2015-01-01

The immediate-early protein (IEP) of equine herpesvirus 1 (EHV-1) has extensive homology to the IEP of alphaherpesviruses and possesses domains essential for trans-activation, including an acidic trans-activation domain (TAD) and binding domains for DNA, TFIIB, and TBP. Our data showed that the IEP directly interacted with transcription factor TFIIA, which is known to stabilize the binding of TBP and TFIID to the TATA box of core promoters. When the TATA box of the EICP0 promoter was mutated to a nonfunctional TATA box, IEP-mediated trans-activation was reduced from 22-fold to 7-fold. The IEP trans-activated the viral promoters in a TATA motif-dependent manner. Our previous data showed that the IEP is able to repress its own promoter when the IEP-binding sequence (IEBS) is located within 26-bp from the TATA box. When the IEBS was located at 100 bp upstream of the TATA box, IEP-mediated trans-activation was very similar to that of the minimal IE(nt −89 to +73) promoter lacking the IEBS. As the distance from the IEBS to the TATA box decreased, IEP-mediated trans-activation progressively decreased, indicating that the IEBS located within 100 bp from the TATA box sequence functions as a distance-dependent repressive element. These results indicated that IEP-mediated full trans-activation requires a consensus TATA box of core promoters, but not its binding to the cognate sequence (IEBS). PMID:26541315

National Information Exchange Model (NIEM): DoD Adoption and Implications for C2 (Briefing Charts)

DTIC Science & Technology

2014-06-18

Application Data Consumers Information Exchange Package ( IEP ) the data exchanged at runtime Data Producers IES defines Information Exchange...Specification (IES) build-time description of the data to be exchanged Developers System / Application System / Application IEP | 9 | Data...Exchange Package ( IEP ) the data exchanged at runtime Data Producers System / Application System / Application IEP Consumer’s Understanding

An IEP for Me: Program Improvement for Rural Teachers of Students with Moderate to Severe Disability and Autism Spectrum Disorder

ERIC Educational Resources Information Center

Pennington, Robert C.

2017-01-01

Developing high-quality programming for students with moderate to severe disability (MSD) and/or autism spectrum disorder (ASD) can be challenging for teachers across the range of experience and training including those in rural contexts. This article outlines a process for the iterative refinement of teaching programs comprised of an evaluation…

Optimization of Daily Flight Training Schedules

DTIC Science & Technology

2014-03-01

iep iep ip X s e p Y i e p L i e p W...SOLO L CQ CQ | | 2 , | d d d iep iep ip p P p Pe e E e e E p P P Y L W i d i I               (3) SOLO L CQ | | 2 , | d d iep ... iep p P p Pe e E e e E Y L i d i I           (4) 1 , | , "CQ" o s sep s p p X s e e C e      (5) 0 0 | 2 , s d s sep s e C p

Perceptions of Parents of Students with Autism towards the IEP Meeting: A Case Study of One Family Support Group Chapter

ERIC Educational Resources Information Center

Fish, Wade W.

2006-01-01

This case study investigated parental perceptions of students with autism towards the IEP meeting from one family support group chapter in the north Texas area. Participants were asked to share their experiences of previous IEP meetings and to provide input regarding not only measures that school districts may take towards improving IEP meetings,…

An Analysis of a Computerized System for Managing Curriculum Decisions and Tracking Student Progress in a Home-Based Pre-School Education Project.

ERIC Educational Resources Information Center

Lutz, John E.; And Others

The degree of success of the computerized Child-Based Information System (CBIS) was analyzed in two areas--presenting, delivering, and managing a developmental curriculum; and recording, filing, and monitoring child tracking data, including requirements for Individualized Education Plans (IEP's). Preschool handicapped and high-risk children and…

Using IEP Goals and Objectives to Teach Paragraph Writing to High School Students with Physical and Cognitive Disabilities

ERIC Educational Resources Information Center

Konrad, Moira; Trela, Katherine; Test, David W.

2006-01-01

Current research and legislation show a need for special education instruction to be more closely aligned with general education curriculum and develop strategies that support the development of self determination skills in students with disabilities. The present study embeds self-determination skills of writing annual goals and objectives in the…

Assessment to Guide Individualized Transition Plans from School to Post-School for Children Ages 14+ with Moderate Disabilities

ERIC Educational Resources Information Center

Skidmore, Kevin

2014-01-01

As a part of the Individualized Education Plan (IEP), special education teachers work along with their student with special needs and their parent(s)/guardian(s) to create and implement Individualized Transition Plans (ITP) to assist the student with their transition to the post-school environment. As mandated by Individuals with Disabilities…

Special Educator's Complete Guide to 109 Diagnostic Tests: How To Select & Interpret Tests, Use Results in IEPs, and Remediate Specific Difficulties.

ERIC Educational Resources Information Center

Pierangelo, Roger; Giuliani, George

This manual is a guide to the special education diagnostic process and covers the various stages of evaluation, interpretation, diagnosis, prescription, and remediation. Test information includes: explanations of the most commonly used diagnostic tests, coverage of the areas measured by each test, interpretation of test patterns for commonly used…

Elevation of macrophage-derived chemokine in eosinophilic pneumonia: a role of alveolar macrophages.

PubMed

Manabe, Kazuyoshi; Nishioka, Yasuhiko; Kishi, Jun; Inayama, Mami; Aono, Yoshinori; Nakamura, Yoichi; Ogushi, Fumitaka; Bando, Hiroyasu; Tani, Kenji; Sone, Saburo

2005-02-01

Macrophage-derived chemokine (MDC/CCL22) and thymus-and activation-regulated chemokine (TARC/CCL17) are ligands for CC chemokine receptor 4. Recently, TARC has been reported to play a role in the pathogenesis of idiopathic eosinophilic pneumonia (IEP). The purpose of this study was to evaluate the role of MDC in IEP and other interstitial lung diseases (ILDs). MDC and TARC in the bronchoalveolar lavage fluid (BALF) were measured by enzyme-linked immunosorbent assay in patients with ILDs and healthy volunteers (HV). We also examined the expression of MDC mRNA in alveolar macrophages (AM) by real-time quantitative reverse transcriptase-polymerase chain reaction. Both MDC and TARC were detected only in BALF obtained from IEP patients. The concentration of MDC was higher than that of TARC in all cases. The level of MDC in IEP correlated with that of TARC. AM from IEP patients expressed a significantly higher amount of MDC than that from HV at the levels of protein and mRNA. MDC in BALF from IEP dramatically decreased when patients achieved remission. These findings suggest that MDC, in addition to TARC, might be involved in the pathogenesis of IEP, and AM play a role in the elevation of MDC in IEP.

Synthesis and characterization of goethite and goethite-hematite composite: experimental study and literature survey.

PubMed

Kosmulski, Marek; Maczka, Edward; Jartych, Elzbieta; Rosenholm, Jarl B

2003-03-19

Aging of synthetic goethite at 140 degrees C overnight leads to a composite material in which hematite is detectable by Mössbauer spectroscopy, but X-ray diffraction does not reveal any hematite peaks. The pristine point of zero charge (PZC) of synthetic goethite was found at pH 9.4 as the common intersection point of potentiometric titration curves at different ionic strengths and the isoelectric point (IEP). For the goethite-hematite composite, the common intersection point (pH 9.4), and the IEP (pH 8.8) do not match. The electrokinetic potential of goethite at ionic strengths up to 1 mol dm(-3) was determined. Unlike metal oxides, for which the electrokinetic potential is reversed to positive over the entire pH range at sufficiently high ionic strength, the IEP of goethite is rather insensitive to the ionic strength. A literature survey of published PZC/IEP values of iron oxides and hydroxides indicated that the average PZC/IEP does not depend on the degree of hydration (oxide or hydroxide). Our material showed a higher PZC and IEP than most published results. The present results confirm the allegation that electroacoustic measurements produce a higher IEP than the average IEP obtained by means of classical electrokinetic methods.

Shipboard Electrical System Modeling for Early-Stage Design Space Exploration

DTIC Science & Technology

2013-04-01

method is demonstrated in several system studies. I. INTRODUCTION The integrated engineering plant ( IEP ) of an electric warship can be viewed as a...which it must operate [2], [4]. The desired IEP design should be dependable [5]. The operability metric has previously been defined as a measure of...the performance of an IEP during a specific scenario [2]. Dependability metrics have been derived from the operability metric as measures of the IEP

Social Networking in an Intensive English Program Classroom: A Language Socialization Perspective

ERIC Educational Resources Information Center

Reinhardt, Jonathon; Zander, Victoria

2011-01-01

This ongoing project seeks to investigate the impact, inside and outside of class, of instruction focused on developing learner awareness of social-networking site (SNS) use in an American Intensive English Program (IEP). With language socialization as an interpretative framework (Duff, in press; Ochs, 1988; Watson-Gegeo, 2004), the project uses a…

Investigating the Efficacy of an Intensive English Program and the L2 Learners' Learning Styles

ERIC Educational Resources Information Center

Ping, Rebecca Lee Su

2014-01-01

Past research has found that many pre-university L2 learners, having completed an Intensive English Program (IEP) still have difficulty in undertaking various disciplines in English-speaking tertiary institutions and continue to exhibit numerous linguistic problems (Bialystok, 2001, Celce Murcia 2001). The purpose of this paper is to present the…

Perceptions of L1 Glossed Feedback in Automated Writing Evaluation: A Case Study

ERIC Educational Resources Information Center

Wilken, Jayme Lynn

2018-01-01

Learner perceptions toward and utilization of L1 glossed feedback in an automated writing evaluation (AWE) program were investigated in an Intensive English Program (IEP) class. This small case study focused on two Chinese students who responded to weekly surveys, semi-structured interviews, and screen capture videos of their revisions over a…

Lower- extremity biomechanics and maintenance of vertical-jump height during prolonged intermittent exercise.

PubMed

Schmitz, Randy J; Cone, John C; Copple, Timothy J; Henson, Robert A; Shultz, Sandra J

2014-11-01

Potential biomechanical compensations allowing for maintenance of maximal explosive performance during prolonged intermittent exercise, with respect to the corresponding rise in injury rates during the later stages of exercise or competition, are relatively unknown. To identify lower-extremity countermovement-jump (CMJ) biomechanical factors using a principal-components approach and then examine how these factors changed during a 90-min intermittent-exercise protocol (IEP) while maintaining maximal jump height. Mixed-model design. Laboratory. Fifty-nine intermittent-sport athletes (30 male, 29 female) participated in experimental and control conditions. Before and after a dynamic warm-up and every 15 min during the 1st and 2nd halves of an individually prescribed 90-min IEP, participants were assessed on rating of perceived exertion, sprint/cut speed, and 3-dimensional CMJ biomechanics (experimental). On a separate day, the same measures were obtained every 15 min during 90 min of quiet rest (control). Univariate piecewise growth models analyzed progressive changes in CMJ performance and biomechanical factors extracted from a principal-components analysis of the individual biomechanical dependent variables. While CMJ height was maintained during the 1st and 2nd halves, the body descended less and knee kinetic and energetic magnitudes decreased as the IEP progressed. The results indicate that vertical-jump performance is maintained along with progressive biomechanical changes commonly associated with decreased performance. A better understanding of lower-extremity biomechanics during explosive actions in response to IEP allows us to further develop and individualize performance training programs.

Compilation of PZC and IEP of sparingly soluble metal oxides and hydroxides from literature.

PubMed

Kosmulski, Marek

2009-11-30

The values of PZC and IEP of metal oxides reported in the literature are affected by the choice of the specimens to be studied. The specimens, which have PZC and IEP similar to the "recommended" value, are preferred by the scientists. The biased choice leads to accumulation of results for a few specimens, and the other specimens are seldom studied or they are subjected to washing procedures aimed at shift of the original IEP toward the "recommended" value. Taking the average or median of all published PZC and IEP for certain oxide as the "recommended" value leads to substantiation of previously published results due to overrepresentation of certain specimens in the sample.

Identification of understory invasive exotic plants with remote sensing in urban forests

NASA Astrophysics Data System (ADS)

Shouse, Michael; Liang, Liang; Fei, Songlin

2013-04-01

Invasive exotic plants (IEP) pose a significant threat to many ecosystems. To effectively manage IEP, it is important to efficiently detect their presences and determine their distribution patterns. Remote sensing has been a useful tool to map IEP but its application is limited in urban forests, which are often the sources and sinks for IEP. In this study, we examined the feasibility and tradeoffs of species level IEP mapping using multiple remote sensing techniques in a highly complex urban forest setting. Bush honeysuckle (Lonicera maackii), a pervasive IEP in eastern North America, was used as our modeling species. Both medium spatial resolution (MSR) and high spatial resolution (HSR) imagery were employed in bush honeysuckle mapping. The importance of spatial scale was also examined using an up-scaling simulation from the HSR object based classification. Analysis using both MSR and HSR imagery provided viable results for IEP distribution mapping in urban forests. Overall mapping accuracy ranged from 89.8% to 94.9% for HSR techniques and from 74.6% to 79.7% for MSR techniques. As anticipated, classification accuracy reduces as pixel size increases. HSR based techniques produced the most desirable results, therefore is preferred for precise management of IEP in heterogeneous environment. However, the use of MSR techniques should not be ruled out given their wide availability and moderate accuracy.

[Randomized clinical trial of IEP and EP regimens in the treatment of patients with small cell lung cancer].

PubMed

Zhou, Hui; Wang, Anlan; Huang, Zhihua; Zhou, Wenwei

2004-06-20

To observe and compare the efficacy and safety of IEP and EP regimens for small cell lung cancer (SCLC). Sixty-four patients with SCLC pathologically proved were randomly divided into IEP group ( n =32) and EP group ( n =32). All the 64 patients were evaluable for response and toxicity. In IEP group, the total responsive rate, responsive rates of limited-stage patients and extensive-stage patients were 84.4%(27/32), 100.0%(15/15) and 70.6%(12/17) respectively; while in EP group, those were 75.0%(24/32), 85.7%(12/14) and 66.7% (12/18) respectively. The median duration of remission was 6 months and 1-year survival rate was 62.5% in IEP group, and 5 months and 56.2% in EP group. There was no significant difference in response rate, median duration of remission and 1-year survival between the two groups ( P > 0.05). The main toxicity was myelosuppression. Incidences of leukopenia at grade III-IV, nausea, vomiting and alopecia were significantly higher in the IEP arm than those in the EP arm ( P < 0.01 ). High response rates and tolerable toxicities are attainable for small cell lung cancer treated with IEP and EP. IEP regimen shows a similar response rate compared with EP regimen. They might be considered as relevant regimens in initial patients with small cell lung cancer.

Who Is the "Parent"? Guidance from Case Law on Parental Participation in the IEP Process

ERIC Educational Resources Information Center

Losinski, Mickey; Katsiyannis, Antonis; White, Sherry; Wiseman, Nicole

2016-01-01

Given that parental participation is such a critical feature of IDEA (20 U.S.C. § 1400[c][5][B]), the question of who is a parent often presents a challenge. Specifically, with regard to educational decisions, states may include more options under the definition of a parent than those provided in the Individuals with Disabilities Education Act…

The Influence of Parental Engagement on Most Restrictive Special Education Placements for African American Students in a Major Urban Texas School District

ERIC Educational Resources Information Center

Hawkins, Dianne Kendrick

2017-01-01

African American students receive placements in special education in numbers disproportionate to their representation in the population at large. They are also placed in most restrictive settings in large numbers. The current quantitative study was designed to examine the influence of participation in ARD/IEP meetings by African American parents…

EHV-1 EICP22 protein sequences that mediate its physical interaction with the immediate-early protein are not sufficient to enhance the trans-activation activity of the IE protein.

PubMed

Derbigny, Wilbert A; Kim, Seong K; Jang, Hyung K; O'Callaghan, Dennis J

2002-03-20

The early 293 amino acid EICP22 protein (EICP22P) of equine herpesvirus 1 localizes within the nucleus and functions as an accessory regulatory protein (J. Virol. 68 (1994) 4329). Transient transfection assays indicated that although the EICP22P by itself only minimally trans-activates EHV-1 promoters, the EICP22P functions synergistically with the immediate-early protein (IEP) to enhance expression of EHV-1 early genes (J. Virol. 71 (1997) 1004). We previously showed that the EICP22 protein enhances the DNA-binding activity of the EHV-1 IEP and that it also physically interacts with the IEP (J. Virol. 74 (2000) 1425). In this communication, we employed transient trans-activation assays utilizing EICP22P deletion mutants to address whether the sequences required for EICP22P-IEP physical interactions are essential for EICP22P's ability to interact synergistically with the IEP. Assays employing various classes of the EHV-1 promoters fused to the chloramphenicol acetyl-transferase (CAT) reporter gene indicated that: (1) neither full length nor any of the EICP22P mutants tested was able to overcome repression of the IE promoter elicited by the IEP, (2) the full-length EICP22P interacted synergistically with the IEP to trans-activate the early and late promoters tested, and (3) all of the EICP22P mutants, including those that were able to physically interact with IEP and itself, failed to function synergistically with the IEP to trans-activate representative EHV-1 early and late promoters. The results suggest that EICP22P sequences required for its interaction with the IE protein are not sufficient to mediate its synergistic effect on the trans-activation function of the IEP. The possible explanations as to why sequences in addition to those that mediate EICP22P-IEP interaction and EICP22P self-interactions are essential for the synergistic function of EICP22P are discussed.

Language Barriers Impact Access to Services for Children with Autism Spectrum Disorders.

PubMed

St Amant, Helaine G; Schrager, Sheree M; Peña-Ricardo, Carolina; Williams, Marian E; Vanderbilt, Douglas L

2018-02-01

Racial and ethnic disparities in accessing health care have been described in children with autism spectrum disorder (ASD). In a retrospective chart review of 152 children with ASD, children of parents whose primary language was English were significantly more likely to have both social skills and communication goals within their individualized education plan (IEP) compared to children of parents whose primary language was not English. Additionally, children of primary English speakers received significantly more hours of direct services from their state disability program. After controlling for demographic covariates, findings suggest that language barriers may negatively affect parents' abilities to access health care services for their child with ASD. Acculturation factors must therefore be considered when analyzing disparities in autism.

Exploring the Experiences of Latino/a Families during the IEP Process

ERIC Educational Resources Information Center

Jimenez, Elia I.

2011-01-01

The IDEA (Individuals with Disabilities Education Improvement Act) 2004 was designed to ensure that every child with special needs is receiving adequate services. Unfortunately implementation is often problematic. Although the law recognizes the importance of family-professional collaboration in deciding intervention services, cultural differences…

IEP as a parameter characterizing the pH-dependent surface charging of materials other than metal oxides.

PubMed

Kosmulski, Marek

2012-01-01

The numerical values of points of zero charge (PZC, obtained by potentiometric titration) and of isoelectric points (IEP) of various materials reported in the literature have been analyzed. In sets of results reported for the same chemical compound (corresponding to certain chemical formula and crystallographic structure), the IEP are relatively consistent. In contrast, in materials other than metal oxides, the sets of PZC are inconsistent. In view of the inconsistence in the sets of PZC and of the discrepancies between PZC and IEP reported for the same material, it seems that IEP is more suitable than PZC as the unique number characterizing the pH-dependent surface charging of materials other than metal oxides. The present approach is opposite to the usual approach, in which the PZC and IEP are considered as two equally important parameters characterizing the pH-dependent surface charging of materials other than metal oxides. Copyright © 2012 Elsevier B.V. All rights reserved.

VR Employment Outcomes of Individuals with Autism Spectrum Disorders: A Decade in the Making

ERIC Educational Resources Information Center

Alverson, Charlotte Y.; Yamamoto, Scott H.

2018-01-01

This study utilized hierarchical linear modeling analysis of a 10-year extant dataset from Rehabilitation Services Administration to investigate significant predictors of employment outcomes for vocational rehabilitation (VR) clients with autism. Predictor variables were gender, ethnicity, attained education level, IEP status in high school,…

Supporting Extracurricular Involvement for Youth with Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Swedeen, Beth; Moss, Colleen K.

2009-01-01

Trying out for the school play. Performing in the band. Joining a sports team or club. These experiences are memorable parts of middle and high school life. For many students with disabilities, however, these everyday school experiences remain elusive. Although the Individuals with Disabilities Education Act (IDEA) clearly states that IEP teams…

Alternative Approaches to IEP Conflict: A Review of the Literature

ERIC Educational Resources Information Center

Sinkonis, Laura

2017-01-01

The originators of special education law anticipated disputes and provided due process hearings as a means to settle the disputes. However, due process proved to be unfair, costly (financially and emotionally), and destructive to school-family relationships. Years later, lawmakers offered mandated mediation along with resolution meetings in…

32 CFR 57.6 - Procedures.

Code of Federal Regulations, 2011 CFR

2011-07-01

... INTERVENTION AND SPECIAL EDUCATION SERVICES TO ELIGIBLE DOD DEPENDENTS § 57.6 Procedures. (a) The procedures..., ages 3 through 21 years, inclusive, on IEPs are prescribed in appendix B of this part. (c) The..., inclusive, are prescribed in appendix C of this part (d) Procedural safeguards and parent and student rights...

32 CFR 57.6 - Procedures.

Code of Federal Regulations, 2010 CFR

2010-07-01

... INTERVENTION AND SPECIAL EDUCATION SERVICES TO ELIGIBLE DOD DEPENDENTS § 57.6 Procedures. (a) The procedures..., ages 3 through 21 years, inclusive, on IEPs are prescribed in appendix B of this part. (c) The..., inclusive, are prescribed in appendix C of this part (d) Procedural safeguards and parent and student rights...

Explaining "DSM" to Parents

ERIC Educational Resources Information Center

Kent, Marcia

2013-01-01

"The Diagnostic and Statistical Manual of Mental Disorders" ("DSM") is useful for children and families for three practical reasons: (1) It provides a way to communicate about emotional and behavioral problems of youth in a common language; (2) Parents can get an Individual Education Plan (IEP) for a child if that process…

From the Trenches: Secondary Content Teachers and IEP, Inclusion Students

ERIC Educational Resources Information Center

Ginger, Jan

2006-01-01

Secondary content teachers want to accommodate their special education students. They know that their classrooms provide the "least restrictive environment" specified by Public Law 94-142. They understand that inclusion is federally mandated and, even more importantly, often seen as necessary for teens to reach their full potential as…

The brown algae Pl.LSU/2 group II intron-encoded protein has functional reverse transcriptase and maturase activities.

PubMed

Zerbato, Madeleine; Holic, Nathalie; Moniot-Frin, Sophie; Ingrao, Dina; Galy, Anne; Perea, Javier

2013-01-01

Group II introns are self-splicing mobile elements found in prokaryotes and eukaryotic organelles. These introns propagate by homing into precise genomic locations, following assembly of a ribonucleoprotein complex containing the intron-encoded protein (IEP) and the spliced intron RNA. Engineered group II introns are now commonly used tools for targeted genomic modifications in prokaryotes but not in eukaryotes. We speculate that the catalytic activation of currently known group II introns is limited in eukaryotic cells. The brown algae Pylaiella littoralis Pl.LSU/2 group II intron is uniquely capable of in vitro ribozyme activity at physiological level of magnesium but this intron remains poorly characterized. We purified and characterized recombinant Pl.LSU/2 IEP. Unlike most IEPs, Pl.LSU/2 IEP displayed a reverse transcriptase activity without intronic RNA. The Pl.LSU/2 intron could be engineered to splice accurately in Saccharomyces cerevisiae and splicing efficiency was increased by the maturase activity of the IEP. However, spliced transcripts were not expressed. Furthermore, intron splicing was not detected in human cells. While further tool development is needed, these data provide the first functional characterization of the PI.LSU/2 IEP and the first evidence that the Pl.LSU/2 group II intron splicing occurs in vivo in eukaryotes in an IEP-dependent manner.

The surface chemistry of sapphire-c: A literature review and a study on various factors influencing its IEP.

PubMed

Lützenkirchen, J; Franks, G V; Plaschke, M; Zimmermann, R; Heberling, F; Abdelmonem, A; Darbha, G K; Schild, D; Filby, A; Eng, P; Catalano, J G; Rosenqvist, J; Preocanin, T; Aytug, T; Zhang, D; Gan, Y; Braunschweig, B

2018-01-01

A wide range of isoelectric points (IEPs) has been reported in the literature for sapphire-c (α-alumina), also referred to as basal plane, (001) or (0001), single crystals. Interestingly, the available data suggest that the variation of IEPs is comparable to the range of IEPs encountered for particles, although single crystals should be much better defined in terms of surface structure. One explanation for the range of IEPs might be the obvious danger of contaminating the small surface areas of single crystal samples while exposing them to comparatively large solution reservoirs. Literature suggests that factors like origin of the sample, sample treatment or the method of investigation all have an influence on the surfaces and it is difficult to clearly separate the respective, individual effects. In the present study, we investigate cause-effect relationships to better understand the individual effects. The reference IEP of our samples is between 4 and 4.5. High temperature treatment tends to decrease the IEP of sapphire-c as does UV treatment. Increasing the initial miscut (i.e. the divergence from the expected orientation of the crystal) tends to increase the IEP as does plasma cleaning, which can be understood assuming that the surfaces have become less hydrophobic due to the presence of more and/or larger steps with increasing miscut or due to amorphisation of the surface caused by plasma cleaning. Pre-treatment at very high pH caused an increase in the IEP. Surface treatments that led to IEPs different from the stable value of reference samples typically resulted in surfaces that were strongly affected by subsequent exposure to water. The streaming potential data appear to relax to the reference sample behavior after a period of time of water exposure. Combination of the zeta-potential measurements with AFM investigations support the idea that atomically smooth surfaces exhibit lower IEPs, while rougher surfaces (roughness on the order of nanometers) result in higher IEPs compared to reference samples. Two supplementary investigations resulted in either surprising or ambiguous results. On very rough surfaces (roughness on the order of micrometers) the IEP lowered compared to the reference sample with nanometer-scale roughness and transient behavior of the rough surfaces was observed. Furthermore, differences in the IEP as obtained from streaming potential and static colloid adhesion measurements may suggest that hydrodynamics play a role in streaming potential experiments. We finally relate surface diffraction data from previous studies to possible interpretations of our electrokinetic data to corroborate the presence of a water film that can explain the low IEP. Calculations show that the surface diffraction data are in line with the presence of a water film, however, they do not allow to unambiguously resolve critical features of this film which might explain the observed surface chemical characteristics like the dangling OH-bond reported in sum frequency generation studies. A broad literature review on properties of related surfaces shows that the presence of such water films could in many cases affect the interfacial properties. Persistence or not of the water film can be crucial. The presence of the water film can in principle affect important processes like ice-nucleation, wetting behavior, electric charging, etc. Copyright © 2017 Elsevier B.V. All rights reserved.

The pediatrician's role in development and implementation of an Individual Education Plan (IEP) and/or an Individual Family Service Plan (IFSP). American Academy of Pediatrics. Committee on Children with Disabilities.

PubMed

1999-07-01

The Individual Education Plan and Individual Family Service Plan are legally mandated documents developed by a multidisciplinary team assessment that specifies goals and services for each child eligible for special educational services or early intervention services. Pediatricians need to be knowledgeable of federal, state, and local requirements; establish linkages with early intervention, educational professionals, and parent support groups; and collaborate with the team working with individual children.

Characterization of cis-acting elements required for autorepression of the equine herpesvirus 1 IE gene

PubMed Central

Kim, Seongman; Dai, Gan; O’Callaghan, Dennis J.; Kim, Seong Kee

2012-01-01

The immediate-early protein (IEP), the major regulatory protein encoded by the IE gene of equine herpesvirus 1 (EHV-1), plays a crucial role as both transcription activator and repressor during a productive lytic infection. To investigate the mechanism by which the EHV-1 IEP inhibits its own promoter, IE promoter-luciferase reporter plasmids containing wild-type and mutant IEP-binding site (IEBS) were constructed and used for luciferase reporter assays. The IEP inhibited transcription from its own promoter in the presence of a consensus IEBS (5’-ATCGT-3’) located near the transcription initiation site but did not inhibit when the consensus sequence was deleted. To determine whether the distance between the TATA box and the IEBS affects transcriptional repression, the IEBS was displaced from the original site by the insertion of synthetic DNA sequences. Luciferase reporter assays revealed that the IEP is able to repress its own promoter when the IEBS is located within 26-bp from the TATA box. We also found that the proper orientation and position of the IEBS were required for the repression by the IEP. Interestingly, the level of repression was significantly reduced when a consensus TATA sequence was deleted from the promoter region, indicating that the IEP efficiently inhibits its own promoter in a TATA box-dependent manner. Taken together, these results suggest that the EHV-1 IEP delicately modulates autoregulation of its gene through the consensus IEBS that is near the transcription initiation site and the TATA box. PMID:22265772

Characterization of cis-acting elements required for autorepression of the equine herpesvirus 1 IE gene.

PubMed

Kim, Seongman; Dai, Gan; O'Callaghan, Dennis J; Kim, Seong Kee

2012-04-01

The immediate-early protein (IEP), the major regulatory protein encoded by the IE gene of equine herpesvirus 1 (EHV-1), plays a crucial role as both transcription activator and repressor during a productive lytic infection. To investigate the mechanism by which the EHV-1 IEP inhibits its own promoter, IE promoter-luciferase reporter plasmids containing wild-type and mutant IEP-binding site (IEBS) were constructed and used for luciferase reporter assays. The IEP inhibited transcription from its own promoter in the presence of a consensus IEBS (5'-ATCGT-3') located near the transcription initiation site but did not inhibit when the consensus sequence was deleted. To determine whether the distance between the TATA box and the IEBS affects transcriptional repression, the IEBS was displaced from the original site by the insertion of synthetic DNA sequences. Luciferase reporter assays revealed that the IEP is able to repress its own promoter when the IEBS is located within 26-bp from the TATA box. We also found that the proper orientation and position of the IEBS were required for the repression by the IEP. Interestingly, the level of repression was significantly reduced when a consensus TATA sequence was deleted from the promoter region, indicating that the IEP efficiently inhibits its own promoter in a TATA box-dependent manner. Taken together, these results suggest that the EHV-1 IEP delicately modulates autoregulation of its gene through the consensus IEBS that is near the transcription initiation site and the TATA box. Copyright © 2012. Published by Elsevier B.V.

Zeta Potential and Aggregation of Virus-Like Particle of Human Norovirus and Feline Calicivirus Under Different Physicochemical Conditions.

PubMed

Samandoulgou, Idrissa; Fliss, Ismaïl; Jean, Julie

2015-09-01

Although the spread of human norovirus reportedly depends on its ability to bind to food materials, the mechanism of the phenomenon remains unknown. Since protein size and electrical charge are reportedly important parameters in their adsorption, the current work is focused on determining human noroviruses isoelectric point (IEP), electrical charge and aggregate size at different pH, ionic strength (IS), and temperature. Using the baculovirus expression vector system, we produced and purified virus-like particles (VLPs) of GI.1 and GII.4 noroviruses and feline calicivirus, determined their IEP, and examined their size and electrical charge using a Zetasizer Nano ZS apparatus. Shape and size were also visualized using transmission electron microscopy. IEPs were found close to pH 4. Net charge increased as the pH deviated from the IEP. VLPs were negatively charged at all IS tested and showed a gradual decrease in charge with increasing IS. At low temperature, VLPs were 20-45 nm in diameter at pH far from their IEP and under almost all IS conditions, while aggregates appeared at or near the IEP. At increased temperatures, aggregates appeared at or near the IEP and at high IS. Aggregation at the IEP was also confirmed by microscopy. This suggests that electrostatic interactions would be the predominant factor in VLPs adhesion at pH far from 4 and at low ionic strength. In contrast, non-electrostatic interactions would prevail at around pH 4 and would be reinforced by aggregates, since size generally favors multiple bonding with sorbents.

pH-dependent surface charging and points of zero charge. IV. Update and new approach.

PubMed

Kosmulski, Marek

2009-09-15

The recently published points of zero charge (PZC) and isoelectric points (IEPs) of various materials are compiled to update the previous compilation [M. Kosmulski, Surface Charging and Points of Zero Charge, CRC Press, Boca Raton, FL, 2009]. Unlike in previous compilations by the same author [Chemical Properties of Material Surfaces, Dekker, New York, 2001; J. Colloid Interface Sci. 253 (2002) 77; J. Colloid Interface Sci. 275 (2004) 214; J. Colloid Interface Sci. 298 (2006) 730], the materials are sorted not only by the chemical formula, but also by specific product, that is, by brand name (commercially available materials), and by recipe (home-synthesized materials). This new approach indicated that the relatively consistent PZC/IEP reported in the literature for materials having the same chemical formula are due to biased choice of specimens to be studied. Specimens which have PZC/IEP close to the "recommended" value are selected more often than other specimens (PZC/IEP not reported before or PZC/IEP reported, but different from the "recommended" value). Thus, the previously published PZC/IEP act as a self-fulfilling prophecy.

Forks in the tracks: Group II introns, spliceosomes, telomeres and beyond.

PubMed

Agrawal, Rajendra Kumar; Wang, Hong-Wei; Belfort, Marlene

2016-12-01

Group II introns are large catalytic RNAs that form a ribonucleoprotein (RNP) complex by binding to an intron-encoded protein (IEP). The IEP, which facilitates both RNA splicing and intron mobility, has multiple activities including reverse transcriptase. Recent structures of a group II intron RNP complex and of IEPs from diverse bacteria fuel arguments that group II introns are ancestrally related to eukaryotic spliceosomes as well as to telomerase and viruses. Furthermore, recent structural studies of various functional states of the spliceosome allow us to draw parallels between the group II intron RNP and the spliceosome. Here we present an overview of these studies, with an emphasis on the structure of the IEPs in their isolated and RNA-bound states and on their evolutionary relatedness. In addition, we address the conundrum of the free, albeit truncated IEPs forming dimers, whereas the IEP bound to the intron ribozyme is a monomer in the mature RNP. Future studies needed to resolve some of the outstanding issues related to group II intron RNP function and dynamics are also discussed.

The pH dependent surface charging and points of zero charge. VII. Update.

PubMed

Kosmulski, Marek

2018-01-01

The pristine points of zero charge (PZC) and isoelectric points (IEP) of metal oxides and IEP of other materials from the recent literature, and a few older results (overlooked in previous searches) are summarized. This study is an update of the previous compilations by the same author [Surface Charging and Points of Zero Charge, CRC, Boca Raton, 2009; J. Colloid Interface Sci. 337 (2009) 439; 353 (2011) 1; 426 (2014) 209]. The field has been very active, but most PZC and IEP are reported for materials, which are very well-documented already (silica, alumina, titania, iron oxides). IEP of (nominally) Gd 2 O 3 , NaTaO 3 , and SrTiO 3 have been reported in the recent literature. Their IEP were not reported in older studies. Copyright © 2017 Elsevier B.V. All rights reserved.

Perceptions of University Instructors When Listening to International Student Speech

ERIC Educational Resources Information Center

Sheppard, Beth; Elliott, Nancy; Baese-Berk, Melissa

2017-01-01

Intensive English Program (IEP) Instructors and content faculty both listen to international students at the university. For these two groups of instructors, this study compared perceptions of international student speech by collecting comprehensibility ratings and transcription samples for intelligibility scores. No significant differences were…

Making MEPA-IEP work: tools for professionals.

PubMed

McRoy, Ruth; Mica, Maryanne; Freundlich, Madelyn; Kroll, Joe

2007-01-01

The Multiethnic Placement Act of 1994 and the Interethnic Adoption Provisions of 1996 (MEPA-IEP) require states to develop plans that "provide for the diligent recruitment of potential foster and adoptive families that reflect the ethnic and racial diversity of children in the state for whom foster and adoptive homes are needed." This paper explores the background of MEPA-IEP, describes the disparate outcomes for minority children in the child welfare system, and identifies agency challenges in finding permanent families for African American children. Tools are provided for successfully recruiting families while following MEPA-IEP and avoiding potentially discriminatory practices in placement decisionmaking.

Peer-Reviewed Research and the IEP: Implications of "Ridley School District v. M.R. and J.R. ex rel. E.R." (2012)

ERIC Educational Resources Information Center

Yell, Mitchell L.; Katsiyannis, Antonis; Losinski, Mickey; Marshall, Kelsey

2016-01-01

This article examines a case out of the U.S. Court of Appeals for the Third Circuit: "Ridley School District v. M.R and J.R. ex rel. E.R." (2012). The case is the first circuit court case in which the Individuals with Disabilities Education Improvement Act requirement that special education services be based on peer-reviewed research…

The Brown Algae Pl.LSU/2 Group II Intron-Encoded Protein Has Functional Reverse Transcriptase and Maturase Activities

PubMed Central

Zerbato, Madeleine; Holic, Nathalie; Moniot-Frin, Sophie; Ingrao, Dina; Galy, Anne; Perea, Javier

2013-01-01

Group II introns are self-splicing mobile elements found in prokaryotes and eukaryotic organelles. These introns propagate by homing into precise genomic locations, following assembly of a ribonucleoprotein complex containing the intron-encoded protein (IEP) and the spliced intron RNA. Engineered group II introns are now commonly used tools for targeted genomic modifications in prokaryotes but not in eukaryotes. We speculate that the catalytic activation of currently known group II introns is limited in eukaryotic cells. The brown algae Pylaiella littoralis Pl.LSU/2 group II intron is uniquely capable of in vitro ribozyme activity at physiological level of magnesium but this intron remains poorly characterized. We purified and characterized recombinant Pl.LSU/2 IEP. Unlike most IEPs, Pl.LSU/2 IEP displayed a reverse transcriptase activity without intronic RNA. The Pl.LSU/2 intron could be engineered to splice accurately in Saccharomyces cerevisiae and splicing efficiency was increased by the maturase activity of the IEP. However, spliced transcripts were not expressed. Furthermore, intron splicing was not detected in human cells. While further tool development is needed, these data provide the first functional characterization of the PI.LSU/2 IEP and the first evidence that the Pl.LSU/2 group II intron splicing occurs in vivo in eukaryotes in an IEP-dependent manner. PMID:23505475

Peer-led problem-based learning in interprofessional education of health professions students.

PubMed

Lehrer, Michael D; Murray, Samuel; Benzar, Ruth; Stormont, Ryan; Lightfoot, Megan; Hafertepe, Michael; Welch, Gabrielle; Peters, Nicholas; Maio, Anna

2015-01-01

The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.

Peer-led problem-based learning in interprofessional education of health professions students.

PubMed

Lehrer, Michael D; Murray, Samuel; Benzar, Ruth; Stormont, Ryan; Lightfoot, Megan; Hafertepe, Michael; Welch, Gabrielle; Peters, Nicholas; Maio, Anna

2015-01-01

Background The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Methods Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. Results In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Conclusion Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.

Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes

ERIC Educational Resources Information Center

Wong, Venus W.; Ruble, Lisa A.; Yu, Yue; McGrew, John H.

2017-01-01

Teacher stress and burnout have a detrimental effect on the stability of the teaching workforce. However, the possible consequences of teacher burnout on teaching quality and on student learning outcomes are less clear, especially in special education settings. We applied Maslach and Leiter's (1999) model to understand the direct effects of…

The Law and the IEP: Establishing and Maintaining High Expectations for Deaf Students with Disabilities

ERIC Educational Resources Information Center

Fitzpatrick, Michael; Theoharis, Raschelle

2014-01-01

The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) have significant implications for students with and without disabilities. Despite extensive research, journal articles, editorials, media coverage, and litigation, deaf and hard of hearing students with additional disabilities continue to be…

"Teacher" the Forgotten Component of the IEP.

ERIC Educational Resources Information Center

Roddy, Eugene A.

The problems of teachers as they deal with the rapid changes brought about by Public Law 94-142 (Education for All Handicapped Children Act) and other legislation have largely been ignored. The teaching profession is considered one of the most potentially stressful occupations in the world (along with air traffic controllers and surgeons). While…

Guiding IEP Teams on Meeting the Least Restrictive Environment Mandate

ERIC Educational Resources Information Center

Marx, Teri A.; Hart, Jennifer L.; Nelson, Leslie; Love, Jessica; Baxter, Christine M.; Gartin, Barbara; Schaefer Whitby, Peggy J.

2014-01-01

Two diametrically opposed beliefs are held concerning the meaning of the least restrictive environment (LRE) when determining the class placements of students with disabilities. One group adheres to the placement philosophy that the LRE is always the general education setting. The other group believes that the LRE is where the students' needs may…

Transition Goals for Youth with Social, Emotional, and Behavioral Problems: Parent and Student Knowledge

ERIC Educational Resources Information Center

Harrison, Judith R.; State, Talida M.; Wills, Howard P.; Custer, Beth A.; Miller, Elaine

2017-01-01

Transition planning is a mandated component of individualized education plans (IEPs) designed to ensure successful transition to adult life for students with disabilities. Students with social, emotional, and behavioral (SEB) needs experience poor post-school outcomes, suggesting a need for more effective transition planning. This study evaluated…

Teacher Self-Efficacy for Teaching Students to Lead IEP Meetings

ERIC Educational Resources Information Center

Scott, LaRon

2010-01-01

The level of self-efficacy exhibited by an individual has been closely linked to how that individual will perform a given task. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. Based on the theoretical framework of…

Self-Advocacy Skills as a Predictor of Student IEP Participation among Adolescents with Autism

ERIC Educational Resources Information Center

Barnard-Brak, Lucy; Fearon, Danielle D.

2012-01-01

The importance of student IEP participation has been indicated by both legislative mandates such as IDEA and research literature. The purpose of the current study was to examine those variables that predict student IEP participation among adolescents with autism spectrum disorders as compared to adolescents with disabilities other than autism…

75 FR 51419 - Requirements for Intermodal Equipment Providers and for Motor Carriers and Drivers Operating...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-20

... inspection, repair, and maintenance of intermodal equipment (IME), specifically with respect to the..., by the Ocean Carrier Equipment Management Association (OCEMA) and the Institute of International... equipment providers (IEPs) to have in place inspection, repair and maintenance programs, and a process for...

20 CFR 641.864 - What functions and activities constitute program costs?

Code of Federal Regulations, 2010 CFR

2010-04-01

... assignments, as described in § 641.565; (b) Outreach, recruitment and selection, intake, orientation, assessment, and preparation and updating of IEPs; (c) Participant training provided on the job, in a... the restrictions in § 641.535(c), job placement assistance, including job development and job search...

Prediction of Isoelectric Point of Manganese and Cobalt Lamellar Oxides: Application to Controlled Synthesis of Mixed Oxides.

PubMed

Tang, Céline; Giaume, Domitille; Guerlou-Demourgues, Liliane; Lefèvre, Grégory; Barboux, Philippe

2018-05-30

To design novel layered materials, bottom-up strategy is very promising. It consists of (1) synthesizing various layered oxides, (2) exfoliating them, then (3) restacking them in a controlled way. The last step is based on electrostatic interactions between different layered oxides and is difficult to control. The aim of this study is to facilitate this step by predicting the isoelectric point (IEP) of exfoliated materials. The Multisite Complexation model (MUSIC) was used for this objective and was shown to be able to predict IEP from the mean oxidation state of the metal in the (hydr)oxides, as the main parameter. Moreover, the effect of exfoliation on IEP has also been calculated. Starting from platelets with a high basal surface area over total surface area, we show that the exfoliation process has no impact on calculated IEP value, as verified with experiments. Moreover, the restacked materials containing different monometallic (hydr)oxide layers also have an IEP consistent with values calculated with the model. This study proves that MUSIC model is a useful tool to predict IEP of various complex metal oxides and hydroxides.

Baccharis dracunculifolia-based mouthrinse alters the exopolysaccharide structure in cariogenic biofilms.

PubMed

Aires, Carolina P; Sassaki, Guilherme L; Santana-Filho, Arquimedes P; Spadaro, Augusto C C; Cury, Jaime A

2016-03-01

Baccharis dracunculifolia is a native plant from Brazil with antimicrobial activity. The purpose of this study was to investigate whether a B. dracunculifolia-based mouthrinse (Bd) changes the structure of insoluble exopolysaccharides (IEPS) in Streptococcus mutans UA159 cariogenic biofilm. Biofilms were grown on glass slides and treated with Bd, its vehicle (VC), chlorhexidine digluconate (CHX), or saline solution (NaCl). Among the treatments, only CHX significantly reduced the biofilm biomass and bacterial viability (p<0.05). Gas chromatography-mass spectrometry and nuclear magnetic resonance analyses revealed that IEPS from the four biofilm samples were α- glucans containing different proportions of (1→6) and (1→3) glycosidic linkages. The structural differences among the four IEPS were compared by principal component analysis (PCA). PCA analysis indicated that IEPS from VC- and NaCl-treated biofilms were structurally similar to each other. Compared with the control, IEPS from Bd- and CHX-treated biofilms were structurally different and had distinct chemical profiles. In summary, the fact that Bd changed the IEPS chemical composition indicates that this mouthrinse may affect the cariogenic properties of the S. mutans biofilm formed. Copyright © 2015. Published by Elsevier B.V.

The Development and Evaluation of a Professional Development Model to Build Meaningful and Effective IEPs for Transition-Aged Students

ERIC Educational Resources Information Center

Doren, Bonnie; Flannery, K. Brigid; Lombardi, Allison

2012-01-01

The purpose of the study was to examine the potential efficacy of a professional development training model targeting IEP case managers of transition-age students. A training model was developed and a pilot study conducted to understand the promise of the model to improve the development of critical components within the IEP document that support…

Part II--IEPS Reports. The proper function of teaching hospitals within health systems.

PubMed

1998-01-01

The main points of the discussions from the international seminar organised by the World Health Organisation and the Institute for the Study of Health Policies (IEPS) were published in French by Flammarion Medecine-Sciences in the Collection entitled "The IEPS Reports" and in English by the WHO under the title "The Proper Function of Teaching Hospitals within Health Systems" (1995).

Why Isn't Talent Development on the IEP? SEM and the Twice Exceptional Learner

ERIC Educational Resources Information Center

Baum, Susan; Novak, Cynthia

2010-01-01

Why isn't talent development included on the Individual Educational Plan of 2E students? Twice exceptional students have unique issues that respond especially well to a talent development approach especially within the context of the Schoolwide Enrichment Model. Through case studies and a review of successful projects using SEM with at risk…

Effects of a Self-Monitoring Strategy on Independent Work Behavior of Students with Mild Intellectual Disability

ERIC Educational Resources Information Center

Coughlin, Jennifer; McCoy, Kathleen M.; Kenzer, Amy; Mathur, Sarup R.; Zucker, Stanley H.

2012-01-01

This study evaluated the effectiveness of a self-monitoring strategy on independent work behavior. The three subjects were in first grade, seven years old, identified with mild intellectual disability (MID), and had an Individualized Education Plan (IEP) with targeted functional academic and behavior goals. The purpose of this study was to…

Influence of Disability and Gender on Transition Assessment and Goal Generator (TAGG) Scores

ERIC Educational Resources Information Center

El-Kazimi, Nidal

2012-01-01

Legislators mandated transition education for students with disabilities to improve their post-school outcomes. Each student with an IEP should have an annual transition plan at or before his or her 16th birthday. IDEA mandated the utilization of age appropriate transition assessment to develop students' post-secondary transition goals based on…

Why IEP Teams Assign Low Performers with Mild Disabilities to the Alternate Assessment Based on Alternate Achievement Standards

ERIC Educational Resources Information Center

Cho, Hyun-Jeong; Kingston, Neal

2013-01-01

The purpose of this case study was to determine teachers' rationales for assigning students with mild disabilities to alternate assessment based on alternate achievement standards (AA-AAS). In interviews, special educators stated that their primary considerations in making the assignments were low academic performance, student use of extended…

Athletic trainers' familiarity with and perceptions of academic accommodations in secondary school athletes after sport-related concussion.

PubMed

Williams, Richelle M; Welch, Cailee E; Parsons, John T; McLeod, Tamara C Valovich

2015-03-01

Sport-related concussion can affect athletes' sport participation and academic success. With the recent emphasis on cognitive rest, student-athletes may benefit from academic accommodations (AA) in the classroom; however, athletic trainers' (ATs') perceived familiarity with, and use of, AA is unknown. To assess secondary school ATs' perceived familiarity with, attitudes and beliefs about, and incorporation of AA for student-athletes after sport-related concussion. A secondary purpose was to determine whether employment status altered familiarity and use of AA. Cross-sectional study. Online survey. Of 3286 possible respondents, 851 secondary school ATs accessed the survey (response rate = 25.9%; 308 men [36.2%], 376 women [44.2%], 167 respondents [19.6%] with sex information missing; age = 37.3 ± 10.1 years). Participants were solicited via e-mail to complete the Beliefs, Attitudes and Knowledge Following Pediatric Athlete Concussion among Athletic Trainers employed in the secondary school setting (BAKPAC-AT) survey. The BAKPAC-AT assessed ATs' perceived familiarity, perceptions, and roles regarding 504 plans, Individualized Education Programs (IEPs), and returning student-athletes to the classroom. Independent variables were employment status (full time versus part time), employment model (direct versus outreach), years certified, and years of experience in the secondary school setting. The dependent variables were participants' responses to the AA questions. Spearman rank-correlation coefficients were used to assess relationships and Mann-Whitney U and χ(2) tests (P < .05) were used to identify differences. Respondents reported that approximately 41% of the student-athletes whose sport-related concussions they managed received AA. Respondents employed directly by the school were more familiar with 504 plans (P < .001) and IEPs (P < .001) and had a greater belief that ATs should have a role in AA. Both the number of years certified and the years of experience at the secondary school were significantly correlated with perceived familiarity regarding 504 plans and IEPs. The ATs employed directly by secondary schools and those with more experience as secondary school ATs were more familiar with AA. Understanding AA is important for all ATs because cognitive rest and "return to learn" are becoming more widely recommended in concussion management.

Isoelectric points of viruses.

PubMed

Michen, B; Graule, T

2010-08-01

Viruses as well as other (bio-)colloids possess a pH-dependent surface charge in polar media such as water. This electrostatic charge determines the mobility of the soft particle in an electric field and thus governs its colloidal behaviour which plays a major role in virus sorption processes. The pH value at which the net surface charge switches its sign is referred to as the isoelectric point (abbreviations: pI or IEP) and is a characteristic parameter of the virion in equilibrium with its environmental water chemistry. Here, we review the IEP measurements of viruses that replicate in hosts of kingdom plantae, bacteria and animalia. IEPs of viruses are found in pH range from 1.9 to 8.4; most frequently, they are measured in a band of 3.5 < IEP < 7. However, the data appear to be scattered widely within single virus species. This discrepancy is discussed and should be considered when IEP values are used to account for virus sorption processes.

Teacher and Child Predictors of Achieving IEP Goals of Children with Autism

ERIC Educational Resources Information Center

Ruble, Lisa; McGrew, John H.

2013-01-01

It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in "The…

Using Technology-Based Simulations to Promote Teacher Candidate Parental Collaboration and Reflective Instructional Decision Making

ERIC Educational Resources Information Center

Accardo, Amy; Xin, Joy

2017-01-01

In teacher preparation programs, teacher candidates are expected to learn parental collaboration through their required college coursework and field experiences. Due to confidentiality requirements in field placements, however, teacher candidates are typically not provided an opportunity to attend IEP or 504 plan conferences. In this study,…

77 FR 46713 - Circular Welded Carbon Steel Pipes and Tubes From Turkey: Final Results of Countervailing Duty...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-06

... Support. L. IEP: Land Allocation. M. National Restructuring Program. N. Regional Incentive Scheme: Reduced Corporate Tax Rates. O. Regional Incentive Scheme: Social Security Premium Contribution for Employees. P. Regional Incentive Scheme: Allocation of State Land. Q. Regional Incentive Scheme: Interest Support. R. OIZ...

Lexical bundles in an advanced INTOCSU writing class and engineering texts: A functional analysis

NASA Astrophysics Data System (ADS)

Alquraishi, Mohammed Abdulrahman

The purpose of this study is to investigate the functions of lexical bundles in two corpora: a corpus of engineering academic texts and a corpus of IEP advanced writing class texts. This study is concerned with the nature of formulaic language in Pathway IEPs and engineering texts, and whether those types of texts show similar or distinctive formulaic functions. Moreover, the study looked into lexical bundles found in an engineering 1.26 million-word corpus and an ESL 65000-word corpus using a concordancing program. The study then analyzed the functions of those lexical bundles and compared them statistically using chi-square tests. Additionally, the results of this investigation showed 236 unique frequent lexical bundles in the engineering corpus and 37 bundles in the pathway corpus. Also, the study identified several differences between the density and functions of lexical bundles in the two corpora. These differences were evident in the distribution of functions of lexical bundles and the minimal overlap of lexical bundles found in the two corpora. The results of this study call for more attention to formulaic language at ESP and EAP programs.

Electroacoustic isoelectric point determinations of bauxite refinery residues: different neutralization techniques and minor mineral effects.

PubMed

Freire, Tiago S S; Clark, Malcolm W; Comarmond, M Josick; Payne, Timothy E; Reichelt-Brushett, Amanda J; Thorogood, Gordon J

2012-08-14

Bauxite refinery residue (BRR) is a highly caustic, iron hydroxide-rich byproduct from alumina production. Some chemical treatments of BRR reduce soluble alkalinity and lower residue pH (to values <10) and generate a modified BRR (MBRR). MBRR has excellent acid neutralizing (ANC) and trace-metal adsorption capacities, making it particularly useful in environmental remediation. However, soluble ANC makes standard acid-base isoelectric point (IEP) determination difficult. Consequently, the IEP of a BRR and five MBRR derivatives (sulfuric acid-, carbon dioxide-, seawater-, a hybrid neutralization, i.e, partial CO(2) neutralization followed by seawater, and an activated-seawater-neutralized MBRR) were determined using electroacoustic techniques. Residues showed three significantly different groups of IEPs (p < 0.05) based around the neutralization used. Where the primary mineral assemblage is effectively unchanged, the IEPs were not significantly different from BRR (pH 6.6-6.9). However, neutralizations generating neoformational minerals (alkalinity precipitation) significantly increased the IEP to pH 8.1, whereas activation (a removal of some primary mineralogy) significantly lowered the IEP to pH 6.2. Moreover, surface charging curves show that surfaces remain in the ±30 mV surface charge instability range, which provides an explanation as to why MBRRs remove trace metals and oxyanions over a broad pH range, often simultaneously. Importantly, this work shows that minor mineral components in complex mineral systems may have a disproportionate effect on the observable bulk IEP. Furthermore, this work shows the appropriateness of electroacoustic techniques in investigating samples with significant soluble mineral components (e.g., ANC).

Part I--IEPS (Institute for the Study of Health Policies) reports. The proper function of teaching hospitals within health systems.

PubMed

1997-01-01

The main points of the discussions from the international seminar organised by the World Health Organisation and the Institute for the Study of Health Policies (IEPS) were published in French by Flammarion Medecine-Sciences in the Collection entitled "The IEPS Reports" and in English by the WHO under the title "The Proper Function of Teaching Hospitals within Health Systems" (1995).

The pH-dependent surface charging and points of zero charge: V. Update.

PubMed

Kosmulski, Marek

2011-01-01

The points of zero charge (PZC) and isoelectric points (IEP) from the recent literature are discussed. This study is an update of the previous compilation [M. Kosmulski, Surface Charging and Points of Zero Charge, CRC, Boca Raton, FL, 2009] and of its previous update [J. Colloid Interface Sci. 337 (2009) 439]. In several recent publications, the terms PZC/IEP have been used outside their usual meaning. Only the PZC/IEP obtained according to the methods recommended by the present author are reported in this paper, and the other results are ignored. PZC/IEP of albite, sepiolite, and sericite, which have not been studied before, became available over the past 2 years. Copyright © 2010 Elsevier Inc. All rights reserved.

Emotional and Behavioral Disability Practices in Rural Schools for Students in PK-3

ERIC Educational Resources Information Center

Andrus, Sara R.

2017-01-01

This study explored the practices rural schools in Wisconsin have in place to meet the needs of students at grades PK-3 with Emotional and Behavioral Disabilities (EBD). The research question was as follows: What practices do rural elementary schools use as they strive to meet the Individual Education Plan (IEP) Objectives of PK-3 grade students…

Immunoevasive protein (IEP)-containing surface layer covering polydnavirus particles is essential for viral infection.

PubMed

Furihata, Shunsuke; Tanaka, Kohjiro; Ryuda, Masasuke; Ochiai, Masanori; Matsumoto, Hitoshi; Csikos, Gyorge; Hayakawa, Yoichi

2014-01-01

Polydnaviruses (PDVs) are unique symbiotic viruses associated with parasitoid wasps: PDV particles are injected into lepidopteran hosts along with the wasp eggs and express genes that interfere with aspects of host physiology such as immune defenses and development. Recent comparative genomic studies of PDVs have significantly improved our understanding of their origin as well as the genome organization. However, the structural features of functional PDV particles remain ambiguous. To clear up the structure of Cotesia kariyai PDV (CkPDV) particles, we focused on immunoevasive protein (IEP), which is a mediator of immunoevasion by the wasp from the encapsulation reaction of the host insect's hemocytes, because it has been demonstrated to be present on the surface of the virus particle. We discovered that IEP tends to polymerize and constitutes a previously unidentified thin surface layer covering CkPDV particles. This outermost surface layer looked fragile and was easily removed from CkPVD particles by mechanical stressors such as shaking, which prevented CkPDV from expressing the encoded genes in the host target tissues such as fat body or hemocytes. Furthermore, we detected IEP homologue gene expression in the wasp's venom reservoirs, implying IEP has another unknown biological function in the wasp or parasitized hosts. Taken together, the present results demonstrated that female C. kariyai wasps produce the fragile thin layer partly composed of IEP to cover the outer surfaces of CkPDV particles; otherwise, they cannot function as infectious agents in the wasp's host. The fact that IEP family proteins are expressed in both venom reservoirs and oviducts suggests an intimate relationship between both tissues in the development of the parasitism strategy of the wasp. Copyright © 2013 Elsevier Inc. All rights reserved.

Trend of Occupational Injuries/Diseases in Pakistan: Index Value Analysis of Injured Employed Persons from 2001-02 to 2012-13.

PubMed

Abbas, Mohsin

2015-09-01

The present study aimed to analyze the index value trends of injured employed persons (IEPs) covered in Pakistan Labour Force Surveys from 2001-02 to 2012-13. The index value method based on reference years and reference groups was used to analyze the IEP trends in terms of different criteria such as gender, area, employment status, industry types, occupational groups, types of injury, injured body parts, and treatment received. The Pearson correlation coefficient analysis was also performed to investigate the inter-relationship of different occupational variables. The values of IEP increased at the end of the studied year in industry divisions such as agriculture, forestry, hunting, and fishing, followed by in manufacturing and construction industry divisions. People associated with major occupations (such as skilled agricultural and fishery workers) and elementary (unskilled) occupations were found to be at an increasing risk of occupational injuries/diseases with an increasing IEP trend. Types of occupational injuries such as sprain or strain, superficial injury, and dislocation increased during the studied years. Major injured parts of body such as upper limb and lower limb found with increasing trend. Types of treatment received, including hospitalization and no treatment, were found to decrease. Increased IEP can be justified due to inadequate health care facilities, especially in rural areas by increased IEP in terms of gender, areas, received treatment, occupational groups and employment status as results found after Pearson correlation coefficient analysis. The increasing trend in the IEP% of the total employed persons due to agrarian activities shows that there is a need to improve health care setups in rural areas of Pakistan.

Trend of Occupational Injuries/Diseases in Pakistan: Index Value Analysis of Injured Employed Persons from 2001–02 to 2012–13

PubMed Central

Abbas, Mohsin

2015-01-01

Background The present study aimed to analyze the index value trends of injured employed persons (IEPs) covered in Pakistan Labour Force Surveys from 2001–02 to 2012–13. Methods The index value method based on reference years and reference groups was used to analyze the IEP trends in terms of different criteria such as gender, area, employment status, industry types, occupational groups, types of injury, injured body parts, and treatment received. The Pearson correlation coefficient analysis was also performed to investigate the inter-relationship of different occupational variables. Results The values of IEP increased at the end of the studied year in industry divisions such as agriculture, forestry, hunting, and fishing, followed by in manufacturing and construction industry divisions. People associated with major occupations (such as skilled agricultural and fishery workers) and elementary (unskilled) occupations were found to be at an increasing risk of occupational injuries/diseases with an increasing IEP trend. Types of occupational injuries such as sprain or strain, superficial injury, and dislocation increased during the studied years. Major injured parts of body such as upper limb and lower limb found with increasing trend. Types of treatment received, including hospitalization and no treatment, were found to decrease. Increased IEP can be justified due to inadequate health care facilities, especially in rural areas by increased IEP in terms of gender, areas, received treatment, occupational groups and employment status as results found after Pearson correlation coefficient analysis. Conclusion The increasing trend in the IEP% of the total employed persons due to agrarian activities shows that there is a need to improve health care setups in rural areas of Pakistan. PMID:26929831

Eye position signals modify vestibulo- and cervico-ocular fast phases during passive yaw rotations in humans.

PubMed

Anastasopoulos, D; Mandellos, D; Kostadima, V; Pettorossi, V E

2002-08-01

We studied the amplitude, latency, and probability of occurrence of fast phases (FP) in darkness to unpredictable vestibular and/or cervical yaw stimulation in normal human subjects. The rotational stimuli were smoothed trapezoidal motion transients of 14 degrees amplitude and 1.25 s duration. Eye position before stimulus application (initial eye position, IEP) was introduced as a variable by asking the subjects to fixate a spot appearing either straight ahead or at 7 degrees eccentric positions. The recordings demonstrated that the generation of FP during vestibular stimulation was facilitated when the whole-body rotation was directed opposite the eccentric IEP. Conversely, FP were attenuated if the whole-body rotation was directed toward the eccentric IEP; i.e., the FP attenuated if they were made to further eccentric positions. Cervical stimulation-induced FP were small and variable in direction when IEP was directed straight ahead before stimulus onset. Eccentric IEPs resulted in large FP, the direction of which was essentially independent of the neck-proprioceptive stimulus. They tended to move the eye toward the primary position, both when the trunk motion under the stationary head was directed toward or away from the IEP. FP dependence on IEP was evident also during head-on-trunk rotations. No consistent interaction between vestibularly and cervically induced FP was found. We conclude that extraretinal eye position signals are able to modify vestibularly evoked reflexive FP in darkness, aiming at minimizing excursions of the eyes away from the primary position. However, neck-induced FP do not relate to specific tasks of stabilization or visual search. By keeping the eyes near the primary position, FP may permit flexibility of orienting responses to incoming stimuli. This recentering bias for both vestibularly and cervically generated FP may represent a visuomotor optimizing strategy.

North American Free Trade Agreement (NAFTA) Implementation: The Future of Commercial Trucking Across the Mexican Border

DTIC Science & Technology

2010-02-01

project because only 29 Mexican carriers had participated thus far. In October 2008, an independent evaluation panel ( IEP ) appointed by the FMCSA...Evaluation Panel ( IEP ) Report to the U.S. Secretary of Transportation, U.S.- Mexico Cross-Border Trucking Demonstration Project, October 31, 2008. The...for destinations beyond the commercial zone. Moreover, the Independent Evaluation Panel’s ( IEP ) review of FMCSA data indicate that only 4% of the

Examining English Language Learning Motivation of Adult International Learners Studying Abroad in the US

ERIC Educational Resources Information Center

Weger, Heather D.

2013-01-01

The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed…

Cavity-Free, Matrix-Addressable Quantum Dot Architecture for On-Chip Optical Switching

DTIC Science & Technology

2013-04-01

or photo-induced bleaching. Given their intrinsically low IEP (~3, close to that of SiO2) they are ideal candidates for our electrostatic self...are currently investigating usage of our method on substrates with high IEPs such as Al2O3, Si3N4, and ITO. By using nanoparticle emitters with...intrinsically high IEPs , such as MgO nanocubes and ZnO nanocrystals, we can expand the range of applicability of our self-assembly technique. Personnel

The Impact of Structured Inter-professional Education on Health Care Professional Students' Perceptions of Collaboration in a Clinical Setting

PubMed Central

Lee, Sam; Lombardo, Samantha; Salama, Mariam; Ellis, Sandi; Kay, Theresa; Davies, Robyn; Landry, Michel D.

2012-01-01

ABSTRACT Purpose: To examine how a structured inter-professional education (IPE) clinical placement influences health care professional (HCP) students' perceptions of inter-professional collaboration (IPC) relative to that of students in a traditional clinical placement. Methods: This study used a mixed-methods design. The Interdisciplinary Education Perception Scale (IEPS) was administered to HCP students (n=36) in two Toronto hospitals before and after a structured 5-week IPE clinical placement to examine changes in their perceptions of IPC. Students in a traditional clinical placement (n=28) were used as a control group. Focus groups were then conducted with seven students who took part in the structured IPE clinical placement. A coding framework was devised a priori, and the qualitative results were used to explain the quantitative findings. Results: There were no statistically significant differences between groups after the structured IPE clinical placement, but the intervention group showed a greater positive trend in total IEPS scores from baseline to follow-up. Qualitative data suggest that students valued the knowledge and skills gained through the structured IPE clinical placement. Conclusions: Findings suggest that structured IPE clinical placements may provide students with valuable collaborative learning opportunities, enhanced respect for other professionals, and insight into the value of IPC in healthcare delivery. More research is needed to explore other factors that influence specific perceptions among physical therapy students. PMID:23450044

10 CFR 218.10 - Rule.

Code of Federal Regulations, 2010 CFR

2010-01-01

... necessary for implementation of the obligations of the United States under chapters III and IV of the IEP that relate to the mandatory international allocation of oil by IEP participating countries. (b) Any...

Initial characterization of 17 viruses harboring mutant forms of the immediate-early gene of equine herpesvirus 1.

PubMed

Buczynski, Kimberly A; Kim, Seong K; O'Callaghan, Dennis J

2005-10-01

The sole immediate-early (IE) gene of equine herpesvirus 1 (EHV-1) encodes a major regulatory protein of 1487 amino acids (aa) capable of modulating gene expression from both early and late promoters and also of trans-repressing its own promoter. Using a specially designed recombination system and a library of IE linker-insertion, deletion, point, and nonsense mutant constructs that encode forms of the IE protein (IEP) harboring mutations within all five regions, 17 mutant viruses were generated and characterized. Ribonuclease protection analyses revealed that all 17 mutants synthesize the IE mRNA in RK-13 cells, whereas those that failed to replicate on non-complementing RK-13 cells displayed a defect in the transcription of either an important early gene (EICP0) and/or an essential late gene (glycoprotein D). Western blot analyses showed that the IEP was synthesized and detectable in cells infected with each mutant virus, including those mutants that failed to replicate on non-complementing RK-13 cells. Eleven of the 17 mutants were capable of growth on non-complementing RK-13 cells, whereas mutant viruses with deletions within the serine-rich tract (SRT), nucleus localization signal (NLS), or DNA-binding domain (DBD) were capable of growth only on the IEP-producing cell line (IE13.1). Lastly, temperature shift experiments revealed that mutant viruses containing deletions within the C-terminus (KyAn1029 and KyAn1411) or within the SRT (KyADeltaSRT2) of the IEP exhibited a temperature-sensitive phenotype in that these viruses, in contrast to the parent KyA, failed to replicate at 39 degrees C. Overall, these results indicate that the C-terminus of the IEP is not essential for IEP function in cell culture, but this region contains elements that enhance the function(s) of the IEP. The initial characterization of these 17 EHV-1 mutants has shown that sequences totaling at least 43% of the IEP are not essential for virus replication in cell culture.

Electrokinetic behavior of melamine-formaldehyde latex particles at moderate electrolyte concentration.

PubMed

Dahlsten, Per; Próchniak, Piotr; Kosmulski, Marek; Rosenholm, Jarl B

2009-11-15

The electrokinetic behavior of micrometer-sized melamine-formaldehyde latex particles in 10(-3)-10(-1)M monovalent electrolyte dispersions was investigated by electrophoresis and electroacoustics. Specific adsorption of the electrolytes was identified as a shift of the isoelectric point (pH(iep)) with an increased ionic strength. All salts had an equal dependence on the ionic strength. The pH(iep) was correlated with the anion sequence predicted by the hard-soft acid-base (HSAB) principle, Hofmeister series, and Born charging. The Born and the Hofmeister anion scale were successful in producing a systematic dependency of the isoelectric point (pH(iep)), particularly in high (10(-1)M) and low (10(-3)M) MF electrolyte dispersions. No clear trend could be found for the pH(iep) dependence on the anion HSAB scale.

Stability of foam films of oppositely charged polyelectrolyte/surfactant mixtures: effect of isoelectric point.

PubMed

Kristen-Hochrein, Nora; Laschewsky, André; Miller, Reinhard; von Klitzing, Regine

2011-12-15

In the present paper, the influence of the surfactant concentration and the degree of charge of a polymer on foam film properties of oppositely charged polyelectrolyte/surfactant mixtures has been investigated. To verify the assumption that the position of the isoelectric point (IEP) does not change the character of the foam film stabilities, the position of the IEP of the polyelectrolyte/surfactant mixtures has been shifted in two different ways. Within the first series of experiments, the foam film properties were studied using a fixed surfactant concentration of 3 × 10(-5) M in the mixture. Due to the low surfactant concentration, this is a rather dilute system. In the second approach, a copolymer of nonionic and ionic monomer units was used to lower the charge density of the polymer. This gave rise to additional interactions between the polyelectrolyte and the surfactant, which makes the description of the foam film behavior more complex. In both systems, the same characteristics of the foam film stabilities were found: The foam film stability is reduced toward the IEP of the system, followed by a destabilization around the IEP. At polyelectrolyte concentrations above the IEP, foam films are very stable. However, the concentration range where unstable films were formed was rather broad, and the mechanisms leading to the destabilization had different origins. The results were compared with former findings on PAMPS/C(14)TAB mixtures with an IEP of 10(-4) M.

Surface chemistry from wettability and charge for the control of mesenchymal stem cell fate through self-assembled monolayers.

PubMed

Hao, Lijing; Fu, Xiaoling; Li, Tianjie; Zhao, Naru; Shi, Xuetao; Cui, Fuzhai; Du, Chang; Wang, Yingjun

2016-12-01

Self-assembled monolayers (SAMs) of alkanethiols on gold are highly controllable model substrates and have been employed to mimic the extracellular matrix for cell-related studies. This study aims to systematically explore how surface chemistry influences the adhesion, morphology, proliferation and osteogenic differentiation of mouse mesenchymal stem cells (mMSCs) using various functional groups (-OEG, -CH 3 , -PO 3 H 2 , -OH, -NH 2 and -COOH). Surface analysis demonstrated that these functional groups produced a wide range of wettability and charge: -OEG (hydrophilic and moderate iso-electric point (IEP)), -CH 3 (strongly hydrophobic and low IEP), -PO 3 H 2 (moderate wettability and low IEP), -OH (hydrophilic and moderate IEP), -NH 2 (moderate wettability and high IEP) and -COOH (hydrophilic and low IEP). In terms of cell responses, the effect of wettability may be more influential than charge for these groups. Moreover, compared to -OEG and -CH 3 groups, -PO 3 H 2 , -OH, -NH 2 and -COOH functionalities tended to promote not only cell adhesion, proliferation and osteogenic differentiation but also the expression of α v and β 1 integrins. This finding indicates that the surface chemistry may guide mMSC activities through α v and β 1 integrin signaling pathways. Model surfaces with controllable chemistry may provide insight into biological responses to substrate surfaces that would be useful for the design of biomaterial surfaces. Copyright © 2016 Elsevier B.V. All rights reserved.

Surface Charge Development on Transition Metal Sulfides: An Electrokinetic Study

NASA Astrophysics Data System (ADS)

Bebie, Joakim; Schoonen, Martin A. A.; Fuhrmann, Mark; Strongin, Daniel R.

1998-02-01

The isoelectric points, pH i.e.p., of ZnS, PbS, CuFeS 2, FeS, FeS 2, NiS 2, CoS 2, and MnS 2 in NaCl supported electrolyte solutions are estimated to be between pH 3.3 and 0.6, with most of the isoelectric points below pH 2. The first electrokinetic measurements on NiS 2, CoS 2, and MnS 2 are reported here. Below pH i.e.p. the metal-sulfide surfaces are positively charged, above pH i.e.p. the surfaces are negatively charged. The addition of Me 2+ ions shifts the pH i.e.p. and changes the pH dependence considerably. The isoelectric points of the measured transition metal sulfides in the absence of metal ions or dissolved sulfide (H 2S or HS -) are in agreement with those found in earlier studies. The pH range of observed isoelectric points for metal sulfides (0.6-3.3) is compared to the considerably wider pH i.e.p. range (2-12) found for oxides. The correlation between pH i.e.p. and the electronegativities of the metal sulfides suggests that all metal sulfides will have an isoelectric point between pH 0.6 and 3.3. Compared to metal oxides, sulfides exhibit an isoelectric point that is largely independent of the nature of the metal cation in the solid.

Surface electrochemical properties of red mud (bauxite residue): zeta potential and surface charge density.

PubMed

Liu, Yanju; Naidu, Ravendra; Ming, Hui

2013-03-15

The surface electrochemical properties of red mud (bauxite residue) from different alumina refineries in Australia and China were studied by electrophoresis and measuring surface charge density obtained from acid/base potentiometric titrations. The electrophoretic properties were measured from zeta potentials obtained in the presence of 0.01 and 0.001 M KNO(3) over a wide pH range (3.5-10) by titration. The isoelectric point (IEP) values were found to vary from 6.35 to 8.70 for the red mud samples. Further investigation into the surface charge density of one sample (RRM) by acid/base potentiometric titration showed similar results for pH(PZC) with pH(IEP) obtained from electrokinetic measurements. The pH(IEP) determined from zeta potential measurements can be used as a characteristic property of red mud. The minerals contained in red mud contributed to the different values of pH(IEP) of samples obtained from different refineries. Different relationships of pH(IEP) with Al/Fe and Al/Si ratios (molar basis) were also found for different red mud samples. Copyright © 2012 Elsevier Inc. All rights reserved.

Adversarial Risk Analysis for Dynamic Network Routing

DTIC Science & Technology

2011-03-20

Attacker’s strategy space A . Then the Defender finds IEP [ã ′] = ∑I i=1 piai, where ã is Attacker’s choice of IED sites, which is unknown and thus...r∈D IEP [ã ′]Y r, where Y is the (actual) payoff matrix for the Defender. In order to construct P , we describe the mirroring argument. The...Attacker will try to find argmax P∈P IEP [ã ′]X̃(ω)IEQ[·|ω][r̃], (3) which elicits one mixed-strategy. Next, allowing ω to have non-unitary support

Esophageal stent placement as a therapeutic option for iatrogenic esophageal perforation in children.

PubMed

Ahmad, Alsafadi; Wong Kee Song, Louis M; Absah, Imad

2016-01-01

Iatrogenic esophageal perforation (IEP) is a potentially serious adverse event of interventional endoscopy. The approach to IEP varies from surgical repair for large perforations to conservative treatment for small contained perforations. We report a case of an 18-month-old girl with congenital esophageal stenosis suffering a large esophageal perforation after a trial of stricture dilatation, which was successfully managed by the placement of fully covered stent. Hence, in selected cases, esophageal stent placement is a feasible alternative to invasive surgery in managing IEP.

Do commencing nursing and paramedicine students differ in interprofessional learning and practice attitudes: evaluating course, socio-demographic and individual personality effects.

PubMed

Hallam, Karen T; Livesay, Karen; Morda, Romana; Sharples, Jenny; Jones, Andi; de Courten, Maximilian

2016-03-03

Interprofessional education (IPE) requires health students to learn with, from and about each other in order to develop a modern workforce with client-centred care at its core. Despite the client centred focus of IPE, training programs often utilize standard approaches across student cohorts without consideration of discipline, sociodemographic and personality variability that attract students to different health disciplines. Knowing the students who engage in IPE to tailor training may prove as beneficial as knowing the client to delivered individualized client centred care in interprofessional practice (IPP). This research investigates whether students commencing undergraduate nursing and paramedicine degrees ener training with existing demographic and personality differences and, if these are associated with different attitudes towards health care teams and interprofessional education. This online study recruited 160 nursing and 50 paramedicine students in their first week of their undergraduate course. Students completed questionnaires regarding their background, personality (General Perceived Self Esteem Scale, International Mini Markers) and the attitudes towards health care teams scale (ATHCTS) and interprofessional education perception scale (IEPS). Results show that commencing nursing and paramedicine students are demographically different on education, gender, speaking a language other than English at home (LOTE) and their own experience with healthcare. The results further demonstrate that LOTE, discipline being studied and personality factors play a role in perceptions regarding interprofessional training whilst discipline being studied impacted on attitudes towards health care teams in the workforce. These results highlight a number of existing personal and psychological differences between individuals who choose to train in these selected professions. This suggests a need for tertiary education IPE programs to move towards tailoring their education to value this student diversity in the same client centred manner that students are asked to develop clinically.

34 CFR 300.510 - Resolution process.

Code of Federal Regulations, 2010 CFR

2010-07-01

... with the parent and the relevant member or members of the IEP Team who have specific knowledge of the... determine the relevant members of the IEP Team to attend the meeting. (b) Resolution period. (1) If the LEA...

Benefit from ifosfamide treatment in small-cell lung cancer: A meta-analysis

PubMed Central

YANG, HUIZHEN; MA, YUN; LIU, ZHIDA; WANG, ZHENG; HAN, BAOHUI; MA, LIJUN

2015-01-01

This study was conducted to compare the efficacy and safety of ifosfamide plus etoposide plus platinum (IEP) to that of etoposide plus platinum (EP) in patients with previously untreated small-cell lung cancer (SCLC). The Cochrane Library, Embase, MEDLINE and Chinese Biomedical Literature databases were searched to identify all randomized controlled trials comparing IEP to EP in patients with histologically proven SCLC. Two investigators independently assessed the quality of the relevant trials and extracted data. We analyzed the data using Review Manager software, version 4.2.8. A total of 4 trials with 447 previously untreated SCLC patients were included in this meta-analysis. The results of the meta-analysis indicated that there were no significant differences in the overall response [relative risk (RR) = 1.07, 95% confidence interval (CI): 0.97-1.19], 1-year survival rate (RR=1.22, 95% CI: 0.96-1.55) and 2-year survival rate (RR=1.52, 95% CI: 0.75-3.07) between the IEP and EP regimens. However, there were significant differences between the IEP and EP regimens regarding the incidence of grade 3/4 neutropenia (RR=1.52, 95% CI: 1.07-2.17) and grade 3/4 vomiting (RR=1.78, 95% CI: 1.02-3.11). In conclusion, our results suggested that IEP is not superior to EP regimen for the treatment of previously untreated SCLC, whereas the IEP regimen is associated with more severe hematological and gastrointestinal toxicities compared to EP. Therefore, the use of ifosfamide in multimodality treatment regimens requires further investigation. PMID:25798279

Benefit from ifosfamide treatment in small-cell lung cancer: A meta-analysis.

PubMed

Yang, Huizhen; Ma, Yun; Liu, Zhida; Wang, Zheng; Han, Baohui; Ma, Lijun

2015-03-01

This study was conducted to compare the efficacy and safety of ifosfamide plus etoposide plus platinum (IEP) to that of etoposide plus platinum (EP) in patients with previously untreated small-cell lung cancer (SCLC). The Cochrane Library, Embase, MEDLINE and Chinese Biomedical Literature databases were searched to identify all randomized controlled trials comparing IEP to EP in patients with histologically proven SCLC. Two investigators independently assessed the quality of the relevant trials and extracted data. We analyzed the data using Review Manager software, version 4.2.8. A total of 4 trials with 447 previously untreated SCLC patients were included in this meta-analysis. The results of the meta-analysis indicated that there were no significant differences in the overall response [relative risk (RR) = 1.07, 95% confidence interval (CI): 0.97-1.19], 1-year survival rate (RR=1.22, 95% CI: 0.96-1.55) and 2-year survival rate (RR=1.52, 95% CI: 0.75-3.07) between the IEP and EP regimens. However, there were significant differences between the IEP and EP regimens regarding the incidence of grade 3/4 neutropenia (RR=1.52, 95% CI: 1.07-2.17) and grade 3/4 vomiting (RR=1.78, 95% CI: 1.02-3.11). In conclusion, our results suggested that IEP is not superior to EP regimen for the treatment of previously untreated SCLC, whereas the IEP regimen is associated with more severe hematological and gastrointestinal toxicities compared to EP. Therefore, the use of ifosfamide in multimodality treatment regimens requires further investigation.

Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Murray, Desiree W.; Molina, Brooke S.G.; Glew, Kelly; Houck, Patricia; Greiner, Andrew; Fong, Dalea; Swanson, James; Arnold, L. Eugene; Lerner, Marc; Hechtman, Lily; Abikoff, Howard B.; Jensen, Peter S.

2014-01-01

This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school. PMID:25506403

Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder.

PubMed

Murray, Desiree W; Molina, Brooke S G; Glew, Kelly; Houck, Patricia; Greiner, Andrew; Fong, Dalea; Swanson, James; Arnold, L Eugene; Lerner, Marc; Hechtman, Lily; Abikoff, Howard B; Jensen, Peter S

2014-12-01

This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school.

76 FR 66051 - Notice of Submission for OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-25

... have no identified disability, (2) youth who do not have an IEP but who have a condition that qualifies... cohorts of youth with an IEP who were studied in the past. Districts and youth will be randomly selected...

Seeded Fault Bearing Experiments: Methodology and Data Acquisition

DTIC Science & Technology

2011-06-01

electronics piezoelectric ( IEPE ) transducer. Constant current biased transducers require AC coupling for the output signal. The ICP-Type Signal...the outer race I/O input/output IEPE integral electronics piezoelectric LCD liquid crystal display P&D Prognostics and Diagnostics RMS root

Testing of Mortar Systems

DTIC Science & Technology

2010-03-11

IEP /TDP) or Independent Assessment Plan (IAP), and the test item and the procedures as outlined in this TOP. The following must also be considered...Command DTIC = Defense Technical Information Center DTP = Detailed Test Plan IAP = Independent Assessment Plan IEP = Independent Evaluation Plan IPT

Using laser technological unit ALTI "Karavella" for precision components of IEP production

NASA Astrophysics Data System (ADS)

Labin, N. A.; Chursin, A. D.; Paramonov, V. S.; Klimenko, V. I.; Paramonova, G. M.; Kolokolov, I. S.; Vinogradov, K. Y.; Betina, L. L.; Bulychev, N. A.; Dyakov, Yu. A.; Zakharyan, R. A.; Kazaryan, M. A.; Koshelev, K. K.; Kosheleva, O. K.; Grigoryants, A. G.; Shiganov, I. N.; Krasovskii, V. I.; Sachkov, V. I.; Plyaka, P. S.; Feofanov, I. N.; Chen, C.

2015-12-01

The paper revealed the using of industrial production equipment ALTI "Karavella-1", "Karavella-1M", "Karavella-2" and "Karavella-2M" precision components of IEP production [1-4]. The basis for the ALTI using in the IEP have become the positive results of research and development of technologies of foil (0.01-0.2 mm) and thin sheets (0.3-1 mm) materials micromachining by pulsed radiation CVL [5, 6]. To assess the micromachining quality and precision the measuring optical microscope (UHL VMM200), projection microscope (Mitutoyo PV5100) and Carl Zeiss microscope were used.

Improvement of radiological penumbra using intermediate energy photons (IEP) for stereotactic radiosurgery.

PubMed

O'Malley, Lauren; Pignol, Jean-Philippe; Beachey, David J; Keller, Brian M; Presutti, Joseph; Sharpe, Michael

2006-05-21

Using efficient immobilization and dedicated beam collimation devices, stereotactic radiosurgery ensures highly conformal treatment of small tumours with limited microscopic extension. One contribution to normal tissue irradiation remains the radiological penumbra. This work aims at demonstrating that intermediate energy photons (IEP), above orthovoltage but below megavoltage, improve dose distribution for stereotactic radiosurgery for small irradiation field sizes due to a dramatic reduction of radiological penumbra. Two different simulation systems were used: (i) Monte Carlo simulation to investigate the dose distribution of monoenergetic IEP between 100 keV and 1 MeV in water phantom; (ii) the Pinnacle3 TPS including a virtual IEP unit to investigate the dosimetry benefit of treating with 11 non-coplanar beams a 2 cm tumour in the middle of a brain adjacent to a 1 mm critical structure. Radiological penumbrae below 300 microm are generated for field size below 2 x 2 cm2 using monoenergetic IEP beams between 200 and 400 keV. An 800 kV beam generated in a 0.5 mm tungsten target maximizes the photon intensity in this range. Pinnacle3 confirms the dramatic reduction in penumbra size. DVHs show for a constant dose distribution conformality, improved dose distribution homogeneity and better sparing of critical structures using a 800 kV beam compared to a 6 MV beam.

Improvement of radiological penumbra using intermediate energy photons (IEP) for stereotactic radiosurgery

NASA Astrophysics Data System (ADS)

O'Malley, Lauren; Pignol, Jean-Philippe; Beachey, David J.; Keller, Brian M.; Presutti, Joseph; Sharpe, Michael

2006-05-01

Using efficient immobilization and dedicated beam collimation devices, stereotactic radiosurgery ensures highly conformal treatment of small tumours with limited microscopic extension. One contribution to normal tissue irradiation remains the radiological penumbra. This work aims at demonstrating that intermediate energy photons (IEP), above orthovoltage but below megavoltage, improve dose distribution for stereotactic radiosurgery for small irradiation field sizes due to a dramatic reduction of radiological penumbra. Two different simulation systems were used: (i) Monte Carlo simulation to investigate the dose distribution of monoenergetic IEP between 100 keV and 1 MeV in water phantom; (ii) the Pinnacle3 TPS including a virtual IEP unit to investigate the dosimetry benefit of treating with 11 non-coplanar beams a 2 cm tumour in the middle of a brain adjacent to a 1 mm critical structure. Radiological penumbrae below 300 µm are generated for field size below 2 × 2 cm2 using monoenergetic IEP beams between 200 and 400 keV. An 800 kV beam generated in a 0.5 mm tungsten target maximizes the photon intensity in this range. Pinnacle3 confirms the dramatic reduction in penumbra size. DVHs show for a constant dose distribution conformality, improved dose distribution homogeneity and better sparing of critical structures using a 800 kV beam compared to a 6 MV beam.

Acute interstitial edematous pancreatitis: Findings on non-enhanced MR imaging

PubMed Central

Zhang, Xiao-Ming; Feng, Zhi-Song; Zhao, Qiong-Hui; Xiao, Chun-Ming; Mitchell, Donald G; Shu, Jian; Zeng, Nan-Lin; Xu, Xiao-Xue; Lei, Jun-Yang; Tian, Xiao-Bing

2006-01-01

AIM: To study the appearances of acute interstitial edematous pancreatitis (IEP) on non-enhanced MR imaging. METHODS: A total of 53 patients with IEP diagnosed by clinical features and laboratory findings were underwent MR imaging. MR imaging sequences included fast spoiled gradient echo (FSPGR) fat saturation axial T1-weighted imaging, gradient echo T1-weighted (in phase), single shot fast spin echo (SSFSE) T2-weighted, respiratory triggered (R-T) T2-weighted with fat saturation, and MR cholangiopancreatography. Using the MR severity score index, pancreatitis was graded as mild (0-2 points), moderate (3-6 points) and severe (7-10 points). RESULTS: Among the 53 patients, IEP was graded as mild in 37 patients and as moderate in 16 patients. Forty-seven of 53 (89%) patients had at least one abnormality on MR images. Pancreas was hypointense relative to liver on FSPGR T1-weighted images in 18.9% of patients, and hyperintense in 25% and 30% on SSFSE T2-weighted and R-T T2-weighted images, respectively. The prevalences of the findings of IEP on R-T T2-weighted images were, respectively, 85% for pancreatic fascial plane, 77% for left renal fascial plane, 55% for peripancreatic fat stranding, 42% for right renal fascial plane, 45% for perivascular fluid, 40% for thickened pancreatic lobular septum and 25% for peripancreatic fluid, which were markedly higher than those on in-phase or SSFSE T2-weighted images (P < 0.001). CONCLUSION: IEP primarily manifests on non-enhanced MR images as thickened pancreatic fascial plane, left renal fascial plane, peripancreatic fat stranding, and peripancreatic fluid. R-T T2-weighted imaging is more sensitive than in-phase and SSFSE T2-weighted imaging for depicting IEP. PMID:17007053

Zeta potential orientation dependence of sapphire substrates.

PubMed

Kershner, Ryan J; Bullard, Joseph W; Cima, Michael J

2004-05-11

The zeta potential of planar sapphire substrates for three different crystallographic orientations was measured by a streaming potential technique in the presence of KCl and (CH3)4NCl electrolytes. The streaming potential was measured for large single crystalline C-plane (0001), A-plane (1120), and R-plane (1102) wafers over a full pH range at three or more ionic strengths ranging from 1 to 100 mM. The roughness of the epi-polished wafers was verified using atomic force microscopy to be on the order of atomic scale, and X-ray photoelectron spectroscopy (XPS) was used to ensure that the samples were free of silica and other contaminants. The results reveal a shift in the isoelectric point (iep) of the three samples by as much as two pH units, with the R-plane surface exhibiting the most acidic behavior and the C-plane samples having the highest iep. The iep at all ionic strengths was tightly centered around a single pH for each wafer. These values of iep are substantially different from the range of pH 8-10 consistently reported in the literature for alpha-Al2O3 particles. Particle zeta potential measurements were performed on a model powder using phase analysis light scattering, and the iep was confirmed to occur at pH 8. Modified Auger parameters (MAP) were calculated from XPS spectra of a monolayer of iridium metal deposited on the sapphire by electron beam deposition. A shift in MAP consistent with the observed differences in iep of the surfaces confirms the effect of surface structure on the transfer of charge between the Ir and sapphire, hence accounting for the changes in acidity as a function of crystallographic orientation.

Effect of charge and molecular weight on the functionality of gelatin carriers for corneal endothelial cell therapy.

PubMed

Lai, Jui-Yang; Lu, Pei-Lin; Chen, Ko-Hua; Tabata, Yasuhiko; Hsiue, Ging-Ho

2006-06-01

Cell transplantation strategies usually involve the use of supporting carrier materials because of the soft and fragile nature of these grafts. In this work, a cell-adhesive gelatin hydrogel carrier was fabricated to deliver cultivated human corneal endothelial cell (HCEC) sheets, which were harvested from thermo-responsive poly(N-isopropylacrylamide) (PNIPAAm)-grafted culture surfaces. The carrier disks, consisting of gelatins with a different isoelectric point (IEP = 5.0 and 9.0) and a molecular weight (MW) ranging from 3 to 100 kDa, were subjected to 16.6 kGy gamma irradiation for sterilization. The effect of IEP and MW of the raw gelatins (i.e., before irradiation) on the functionality of sterilized disks was studied by determinations of mechanical property, water content, dissolution degree, and cytocompatibility. Irrespective of the IEP of raw gelatin, hydrogel disks prepared with high MW (100 kDa) exhibited a greater tensile strength, lower water content, and slower dissolution rate than those made of low MW gelatin (8 and 3 kDa). From the investigation of cellular responses to the disks, the negatively charged gelatin (IEP = 5.0) groups were more cytocompatible when compared with their positively charged counterparts (IEP = 9.0) at the same MW (100 kDa). Additionally, in the negatively charged gelatin groups, only a slight increase in pro-inflammatory cytokine expression was observed with increasing MW of gelatin from 3 to 100 kDa. It is concluded that the gamma-sterilized hydrogel disks made from raw gelatins (IEP = 5.0, MW = 100 kDa) with appropriate dissolution degree and acceptable cytocompatibility are capable of providing stable mechanical support, making these carriers promising candidates for intraocular delivery of cultivated HCEC sheets.

Acute interstitial edematous pancreatitis: Findings on non-enhanced MR imaging.

PubMed

Zhang, Xiao-Ming; Feng, Zhi-Song; Zhao, Qiong-Hui; Xiao, Chun-Ming; Mitchell, Donald-G; Shu, Jian; Zeng, Nan-Lin; Xu, Xiao-Xue; Lei, Jun-Yang; Tian, Xiao-Bing

2006-09-28

To study the appearances of acute interstitial edematous pancreatitis (IEP) on non-enhanced MR imaging. A total of 53 patients with IEP diagnosed by clinical features and laboratory findings were underwent MR imaging. MR imaging sequences included fast spoiled gradient echo (FSPGR) fat saturation axial T1-weighted imaging, gradient echo T1-weighted (in phase), single shot fast spin echo (SSFSE) T2-weighted, respiratory triggered (R-T) T2-weighted with fat saturation, and MR cholangiopancreatography. Using the MR severity score index, pancreatitis was graded as mild (0-2 points), moderate (3-6 points) and severe (7-10 points). Among the 53 patients, IEP was graded as mild in 37 patients and as moderate in 16 patients. Forty-seven of 53 (89%) patients had at least one abnormality on MR images. Pancreas was hypointense relative to liver on FSPGR T1-weighted images in 18.9% of patients, and hyperintense in 25% and 30% on SSFSE T2-weighted and R-T T2-weighted images, respectively. The prevalences of the findings of IEP on R-T T2-weighted images were, respectively, 85% for pancreatic fascial plane, 77% for left renal fascial plane, 55% for peripancreatic fat stranding, 42% for right renal fascial plane, 45% for perivascular fluid, 40% for thickened pancreatic lobular septum and 25% for peripancreatic fluid, which were markedly higher than those on in-phase or SSFSE T2-weighted images (P<0.001). IEP primarily manifests on non-enhanced MR images as thickened pancreatic fascial plane, left renal fascial plane, peripancreatic fat stranding, and peripancreatic fluid. R-T T2-weighted imaging is more sensitive than in-phase and SSFSE T2-weighted imaging for depicting IEP.

Implementation of Children's Rights: What Is in "The Best Interests of the Child" in Relation to the Individual Education Plan (IEP) Process for Pupils with Autistic Spectrum Disorders (ASD)?

ERIC Educational Resources Information Center

Prunty, Anita

2011-01-01

The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children. Implementation of children's rights in practice is necessary to…

20 CFR 641.240 - Are SCSEP participants eligible for intensive and training services under title I of WIA?

Code of Federal Regulations, 2010 CFR

2010-04-01

... SCSEP IEP have received an intensive service according to 20 CFR 663.240(a) of the WIA regulations. SCSEP participants who seek unsubsidized employment as part of their SCSEP IEP, may require training to...

78 FR 23233 - Agency Information Collection Activities; Comment Request; IEPS International Resource...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-18

...; Comment Request; IEPS International Resource Information System (IRIS) AGENCY: Office of Postsecondary... System (IRIS). OMB Control Number: 1840-0759. Type of Review: a revision of an existing information... reporting system, International Resource Information System (IRIS) that IFLE uses to collect annual...

Spherical photography and virtual tours for presenting crime scenes and forensic evidence in new zealand courtrooms.

PubMed

Tung, Nicole D; Barr, Jason; Sheppard, Dion J; Elliot, Douglas A; Tottey, Leah S; Walsh, Kevan A J

2015-05-01

The delivery of forensic science evidence in a clear and understandable manner is an important aspect of a forensic scientist's role during expert witness delivery in a courtroom trial. This article describes an Integrated Evidence Platform (IEP) system based on spherical photography which allows the audience to view the crime scene via a virtual tour and view the forensic scientist's evidence and results in context. Equipment and software programmes used in the creation of the IEP include a Nikon DSLR camera, a Seitz Roundshot VR Drive, PTGui Pro, and Tourweaver Professional Edition. The IEP enables a clear visualization of the crime scene, with embedded information such as photographs of items of interest, complex forensic evidence, the results of laboratory analyses, and scientific opinion evidence presented in context. The IEP has resulted in significant improvements to the pretrial disclosure of forensic results, enhanced the delivery of evidence in court, and improved the jury's understanding of the spatial relationship between results. © 2015 American Academy of Forensic Sciences.

Surface Charge at the Oxide/Electrolyte Interface: Toward Optimization of Electrolyte Composition for Treatment of Aluminum and Magnesium by Plasma Electrolytic Oxidation.

PubMed

Nominé, Alexandre; Martin, Julien; Noël, Cédric; Henrion, Gérard; Belmonte, Thierry; Bardin, Ilya V; Lukeš, Petr

2016-02-09

Controlling microdischarges in plasma electrolytic oxidation is of great importance in order to optimize coating quality. The present study highlights the relationship between the polarity at which breakdown occurs and the electrolyte pH as compared with the isoelectric point (IEP). It is found that working at a pH higher than the IEP of the grown oxide prevents the buildup of detrimental cathodic discharges. The addition of phosphates results in a shift in the IEP to a lower value and therefore promotes anodic discharges at the expense of cathodic ones.

Problems in educating abused and neglected children with disabilities.

PubMed

Weinberg, L A

1997-09-01

This study considers whether Goerge and colleagues' (1992) thesis is correct--that the reason the special education needs of abused or neglected children in foster care are not being met appropriately is that the services provided to them revolve around their need for protection. A case study was done of 12 children with disabilities who were removed from the homes of their parents because of abuse or neglect. The primary data were the legal interventions made on the children's behalf with various agencies serving them by a legal services office. Data were collected through semi-structured interviews and a review of the children's case files. The number of dysfunctions identified in the various agencies serving the children that negatively affected the children's ability to receive an appropriate education were in the following categories: search and serve (3); eligibility (1); timeline violation (8); IEP violation (11); inappropriate program (17); inadequate resources (4); lack of knowledge (3); parent advocacy problem (3); lack of coordination (7); dependent status (8); mobility delay (9). In those instances where the child welfare agency did not take into account a child's educational needs when placing that child, but simply considered the appropriateness of the living situation to protect and care for the child, then the thesis appears to be borne out. However, some-dysfunctions appear to be part of routine lack of compliance with certain areas of special education law, and would seem to affect any child with similar disabilities and educational needs in the offending school districts.

Joint Communications Support Element: The Voice Heard Round the World

DTIC Science & Technology

2013-01-01

Initial Entry Package ( IEP ), Early Entry Package (EEP), and Joint Mobil- ity Package provide secure and nonsecure voice, video, and data to small mobile...teams operating worldwide. The IEP and EEP can be rapidly scaled to meet force surge require- ments from small dismounted teams up to an advance

Does the EUA Institutional Evaluation Programme Contribute to Quality Improvement?

ERIC Educational Resources Information Center

Tavares, Diana Amado; Rosa, Maria Joao; Amaral, Alberto

2010-01-01

Purpose: This paper aims to reflect on the relevance of the Institutional Evaluation Programme (IEP) of the European University Association (EUA) to universities' quality improvement. It aims to analyse IEP follow-up reports to determine whether the programme contributes to the development of a quality improvement culture.…

The EUA Institutional Evaluation Programme: An Account of Institutional Best Practices

ERIC Educational Resources Information Center

Rosa, Maria Joao; Cardoso, Sonia; Dias, Diana; Amaral, Alberto

2011-01-01

When evaluating the EUA Institutional Evaluation Programme (IEP), Nilsson "et al." emphasised the interest in creating a data bank on good practices derived from its reports that would contribute to disseminating examples of effective quality management practices and to supporting mutual learning among universities. In IEP, evaluated…

A Guide to Collaboration for IEP Teams

ERIC Educational Resources Information Center

Martin, Nicholas R. M.

2005-01-01

With so many complex, challenging, and emotionally charged decisions involved, participating in an IEP meeting can seem like navigating through a minefield. But now there is a practical guide to managing these meetings with a high level of awareness, safety, and confidence. Developed for administrators, teachers, resource professionals, and…

Interprofessional education: evaluation of a radiation therapy and medical physics student simulation workshop.

PubMed

Jimenez, Yobelli A; Thwaites, David I; Juneja, Prabhjot; Lewis, Sarah J

2018-01-23

Interprofessional education (IPE) involves two or more professions engaged in learning with, from and about each other. An initiative was undertaken to explore IPE for radiation therapy (RT) and medical physics (MP) students through a newly developed workshop based around simulated learning. The aims of this study were to explore RT and MP students' perceptions of working as part of a collaborative team and of their own and the other group's professional roles. Student perceptions of the simulation education tool, the virtual environment for radiotherapy training (VERT) system, were also investigated. RT and MP students were invited to participate in a 4-hour interprofessional workshop. Pre- and post-workshop surveys were employed to collect demographic data, students' perceptions of interdisciplinary education (interdisciplinary education perception scale (IEPS)) and workshop evaluation (bespoke questionnaire). Fifteen students attended the workshop (RT, n = 8; MP, n = 7). Thirteen pre- and post-questionnaires were returned (Pre-questionnaire: RT, n = 6, response rate, 75%; MP, n = 7, response rate, 100%; post-questionnaire: RT, n = 7, response rate, 87.5%; MP, n = 6, response rate 85.7%). For both student groups combined, IEPS scores ranged from 64 to 108 and 71 to 108 in the pre- and post-questionnaires, respectively, with insignificant differences in the mean scores post-intervention (Z = -1.305, P = 0.192). Satisfaction with VERT as a simulation tool was high for both student groups. The interprofessional student workshop served to promote interprofessional collaboration for RT and MP students. VERT was reported as an appropriate education tool for this purpose, enabling access to virtual clinical equipment common to both student groups. It is suggested that IPE continues to be offered and investigated in RT and MP students, in order to improve effective interprofessional strategies which may enrich future professional collaboration. © 2018 The Authors. Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology.

Lightweight Zerodur Mirror Technology

DTIC Science & Technology

1982-10-01

17 September 1981 Contract Expiration Date: 15 May 1982 Short Title of Work: Lightweight Zerodur Mirror Technology Program Code Number: 1LIO Period of...iepRA LIGHTWEIGHT ZERODUR MIRROR TECHNOLOGY 21 Sep 81 - 21 May 82 1. PERFORMING 0,10. REPORT NUMWERn 15512 7: AUTHOR(*J S. CONTRACT OR GRANT NUMSER[JlII...1S. KIEV WORDS (Continue on reverse aide If necesery 1nd Identify b? block nwi nhm ) Zerodur Lightweight Mirrors Mirror Blank Fabrication Frit

Making MEPA-IEP Work: Tools for Professionals

ERIC Educational Resources Information Center

McRoy, Ruth; Mica, Maryanne; Freundlich, Madelyn; Kroll, Joe

2007-01-01

The Multiethnic Placement Act of 1994 and the Interethnic Adoption Provisions of 1996 (MEPA-IEP) require states to develop plans that "provide for the diligent recruitment of potential foster and adoptive families that reflect the ethnic and racial diversity of children in the state for whom foster and adoptive homes are needed." This…

Turning Mealtimes into Learning Opportunities: Integrating Feeding Goals into IEPs

ERIC Educational Resources Information Center

Bruns, Deborah A.; Thompson, Stacy D.

2014-01-01

In this article, the authors use scenarios to describe three students with different individual needs related to feeding, as well as other developmental domains. Feeding difficulties affect students in multiple ways and addressing feeding-related skills on IEPs can include grocery shopping, food preparation, and placing food orders in various…

A review of the different techniques for solid surface acid-base characterization.

PubMed

Sun, Chenhang; Berg, John C

2003-09-18

In this work, various techniques for solid surface acid-base (AB) characterization are reviewed. Different techniques employ different scales to rank acid-base properties. Based on the results from literature and the authors' own investigations for mineral oxides, these scales are compared. The comparison shows that Isoelectric Point (IEP), the most commonly used AB scale, is not a description of the absolute basicity or acidity of a surface, but a description of their relative strength. That is, a high IEP surface shows more basic functionality comparing with its acidic functionality, whereas a low IEP surface shows less basic functionality comparing with its acidic functionality. The choice of technique and scale for AB characterization depends on the specific application. For the cases in which the overall AB property is of interest, IEP (by electrokinetic titration) and H(0,max) (by indicator dye adsorption) are appropriate. For the cases in which the absolute AB property is of interest such as in the study of adhesion, it is more pertinent to use chemical shift (by XPS) and the heat of adsorption of probe gases (by calorimetry or IGC).

Zetameter for microelectrophoresis studies of the oxide/water interface at temperatures up to 200 °C

NASA Astrophysics Data System (ADS)

Zhou, X. Y.; Wei, X. J.; Fedkin, M. V.; Strass, K. H.; Lvov, S. N.

2003-04-01

The zeta potential (ZP) is an important and measurable parameter related to the electrical double layer structure at a solid-aqueous solution interface. A high temperature zetameter based on the microelectrophoresis technique was developed to determine the zeta potential and the isoelectric point (IEP) of the metal oxide/water interfaces at temperatures up to 200 °C and pressures up to 50 bar. Design of the microelectrophoresis cell, the main unit of the zetameter, utilized a flow-through concept and the cell internals were made from corrosion resistant materials in order to minimize materials degradation and solution contamination. Two sapphire windows were installed to the microelectrophoresis cell to enable observation of the particle movement under an imposed electrical field. A ZrO2 powder was used to test the zetameter. The ZP for the ZrO2/water system was measured over wide ranges of temperature and pH. The IEP of the ZrO2/water system was found equal to 6.05 at room temperature, 5.00 at 120 °C, and 4.67 at 200 °C. Thus, at room temperature, the IEP obtained was within the confidence interval of the averaged literature data. In addition, it was found that the IEP of ZrO2 was sensitive to temperature and the difference between the IEP and 0.5pKw remained constant (1.00±0.2) with temperatures up to 200 °C.

The development of clinical reasoning and interprofessional behaviors: service-learning at a student-run free clinic.

PubMed

Seif, Gretchen; Coker-Bolt, Patty; Kraft, Sara; Gonsalves, Wanda; Simpson, Kit; Johnson, Emily

2014-11-01

This article examines the benefits of a student run free clinic (SRFC) as a service learning experience for students in medicine, pharmacy, occupational therapy, physical therapy and physician assistant programs. We hypothesized that students who participate in an interprofessional service learning course and volunteer at a SRFC would demonstrate significant increases in perceptions and attitudes for working in interprofessional health care teams and clinical reasoning skills compared to students who did not participate. Three assessments were administered to an experimental and control group of pre-clinical students from medical, occupational therapy, physical therapy, pharmacy and physician assistant programs before and after participation in an interprofessional service-learning course and volunteering at the SRFC. The tools were the Interdisciplinary Education Perception Scale (IEPS), Readiness for Interprofessional Learning Scale (RIPLS) and the Self-Assessment of Clinical Reflection and Reasoning (SACRR). Students who completed the course had improvements in interprofessional perceptions and attitudes (p = 0.03) and perceptions of clinical reasoning skills when compared to the control group (p = 0.002). This study is novel as it examined students' perceptions of interprofessional attitudes and clinical reasoning following participation in an interprofessional service-learning course and participation in a SRFC.