Marybeth+Fafalla-+References

References

Anderson, P. (2009). Post school outcome goal statements: frequently asked questions. State of Connecticut Department of Education.

Argon, M., Hughs, C. (2008). Students' opinions regarding their individualized education program. //Career Development for Exceptional Individuals,// 31, 69-76.

Arndt, S. A., Konrad, M. & Test, D. W. (2006). Effects of the self-directed IEP on student participation in planning meetings. //Remedial and Special Education,// 27, 194-207.

Center for Appropriate Dispute Resolution in Special Education (CADRE). (2010). Parents experiences with the IEP process: Considerations for improving practice. Eugene, OR: Reiman, Beck, Coppola & Engiles.

Children, A., & Chambers, C. R. (2005). Family perceptions of student centered planning and IEP meetings. Education and Training in Developmental Disabilities, 40, 217–233.

Connecticut State Department of Education (CSDE) Division of Teaching and Learning Programs and Services. (2010). IEP manual and forms, (3rd Revision). Hartford, CT: Mangs.

Connecticut State Department of Education Bureau of Special Education (2007). Topic brief: writing transition goals and objectives.

Fish, W. W. (2008). The IEP meeting: perceptions of parents of students who receive special education services. //Preventing School Failure,// 53, 8-14.

Hawbaker, B. W. (2007). Student-led IEP meetings: Planning and Implementation strategies. //TEACHING Exceptional Children Plus,// 13(5) Article 4. Retrieved [8 April 2011] from http://escholarship.bc.edu/education/tecplus/vol13/iss5/art4.

Individuals with Disabilities Education Act of 2004. 20 U.S.C. § 1400 et seq. (2004)

Jacob, S. & Decker, D. (2007). Ethical-legal issues in the education of pupils with disabilities under IDEA. In S. Jacob & T. S. Hartshorne (Eds.), //Ethics and law for school psychologists// (117-174). Hoboken, NJ: John Wiley & Sons.

Martin, J. E., VanDycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L., & Lovett, D. L. (2006). Direct observation of teacher directed IEP meetings: Establishing the need for student IEP meeting instruction. //Council for Exceptional Children//, 72, 187-200.

Martin, J. E., VanDycke, J. L., Christensen, W. R., Gardner, J. E. & Lovett, D. L. (2006). Increasing student participation in IEP meetings: Establishing the self-directed IEP as evidence-based practice. //Council for Exceptional Children,// 72, 299-316.

Sebag, R. (2010). Behavior management through self-advocacy: A strategy for secondary students with learning disabilities. //TEACHING Exceptional Children,// 42, 22-29.

Steere, D. E. & Cavaiuolo (2002). Connecting outcomes, goals and objectives in transition planning, // TEACHING Exceptional Children, //34, 54-59.

Test, D. W., Mason, C., Hughs, C., Konrad, M., Neale, M. & Wood, M. (2004). Student involvement in individualized education program meetings. //Council for Exceptional Children,// 70, 391-412.

Uphold, N. M., Walker, A. R. & West, D. W. (2007). Resources for involving students in their IEP process. //TEACHING Exceptional Children Plus//, 13 (4) Article 1. Retrieved [8 April 2011] from http://escholarship.bc.edu/education/tecplus/vol13/iss4/art1.