ESN439 v1

Pennington, R., Ault, M., Courtade, G., Jameson, J. M., & Ruppar, A. (2023). High leverage practices and students with extensive support needs. Routledge.
Chapter 4: Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs
This chapter discusses the importance of using multiple assessment methods to create a comprehensive student profile. In addition, it notes specific details to consider for transition planning. This information will be used to complete Field Assignment 3.

Disability Rights North Carolina. (2017). Transition planning for students with disabilities. [PDF]. https://www.ecac-parentcenter.org/wp-content/uploads/Transition-Planning.pdf
This resource provides an overview of the requirements for individualized transition planning.

American Institute for Research. (2023). IEP tipsheet: Transition services. [PDF].
https://promotingprogress.org/sites/default/files/2023-04/Transition_IEP_Tips.pdf
This tip sheet provides an overview of the essential elements for individualized transition planning.

Sanderson, K. A., & Rojas, A. J. (2023). Parent perspectives on student IEP involvement. Journal of Research in Special Educational Needs, 23(2), 90–99.
As key members of the Individualized Education Program (IEP) team and strong child advocates, parents play a critical role in special education. In this study, they sought to understand a crucial aspect of special education – parent perceptions regarding student participation in IEP development. This article will support your completion of Fieldwork Assignment 3.

Howard, M., Reed, A. S., & Francis, G. L. (2021). “It’s my meeting!”: Involving high school students with significant disabilities in the Individualized Education Program process. TEACHING Exceptional Children, 53(4), 290–298.
This article closely examines the involvement of high school students with extensive support needs in their IEP. This article will support your completion of Fieldwork Assignment 3.

I’m Determined. (2023). Self-determination – The importance of student involvement in IEPs OC. Virginia Department of Education. [Video]. https://imdetermined.org/tool/self-determination-the-importance-of-student-involvement-in-ieps-oc/
Students, parents, and educators discuss the benefits of having student input in their IEPs. This video is part of your Fieldwork Assignment 3.

I’m Determined. (2015). The importance of student involvement in IEPs (Featuring Sydni). [Video]. Virginia Department of Education. https://imdetermined.org/tool/the-importance-of-student-involvement-in-ieps-featuring-sydni/
A classroom special education teacher talks about the benefits of involving students in the IEP process. This video is part of Fieldwork Assignment 3.

DCE Education. (2022). Secondary transition webinar: Facilitating student-led IEPs [Video]. YouTube. https://www.youtube.com/watch?v=cXMx2fe30Ck
This webinar video reflects on best practices in IEP meetings, participants, and the IEP process. This video is part of Fieldwork Assignment 3.

Biegun, D., Peterson, Y., McNaught, J., & Sutterfield, C. (2020). Including student voice in IEP meetings through use of assistive technology. TEACHING Exceptional Children, 52(5), 348–350.
This article provides you with strategies to support a student using Assistive Technology. AT allows students to actively participate by expressing their strengths, interests, preferences, and needs.