Konrad, Moira; Trela, Katherine
March 2007
Teaching Exceptional Children;Mar/Apr2007, Vol. 39 Issue 4, p42
Academic Journal
The article presents suggestions for helping U.S. students to become participants in their own individual education planning (IEP) process. The authors note that, as IEPs are written documents, learning written expression can support students' understanding of the process. They recommend Graham and Harris' self-regulated strategy development (SRSD) model as a basis for incorporating writing interventions into special needs students' education. The authors describe the SRSD model, describe a writing strategy that helps students learn to write about IEP goals, suggest ways teachers can implement this strategy using SRSD, recommend accommodations and modifications to the strategy, and provide suggestions for promoting generalization of the strategy across settings and skills.


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