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Sep 15th, 2015
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Question description

After completing the Gibb and Dyches workbook, write a summary of at least 150 words for each section (for a total of at least 1200 words). Each section must be addressed thoroughly with a descriptive and detailed entry. Each section summary must be written in narrative form, and bulleted/listed information must not be included within your summary. Use the headings below to separate your sections so there is a clear distinction in your responses to each section. Your paper must follow current APA format and must include a title page and reference page. Use the Workbook Summary Grading Rubric to ensure your paper meets all standards.

Address the following sections:

  • Introduction: Special Education in the Individualized Education Program

  • Section 1: Present Levels of Academic Achievement and Functional Performance

  • Section 2: Measurable Annual Goals

  • Section 3: Measure and Report Student Progress

  • Section 4: Services needed to Achieve Annual Goals

  • Section 5: Student Participation with Nondisabled

  • Section 6: Accommodations and State and Districtwide Assessments

  • Section 7: Transaction Planning

Here is the first written part of the assignment that I had to complete there may be something you may be able to use that reference gibb & Dyches.

  Reading Gibb & Dyches January 2007 workbook gave me a better understanding on the requirements for writing an IEP.  Writing an IEP allow teachers to have a better understanding on academic and functional goals for the students.  According to Gibb & Dyches students between the ages of 3 and 21 years old with a disabilities as described in IDEA, and who receives special education services are required to have a current IEP (Gibb & Dyches, 2007).

IEP Development Process

  The development stage of completing an IEP is critical for all individuals involved.  The developmental team will meet to discuss the strengths and weaknesses that a child may be occurring.  The team will consist of the parent of the child with the disability, a regular teacher, a teacher that specialize in special education, representative of the local education agency (LEA), and interpreter if English is the child’s second language, and any other individual who has knowledge or special expertise regarding the student  (Gibb& Dyches, 2007). Everyone on the team plays an important role and each individual brings knowledge to the team that will assist in understanding the abilities of the students. The team will discuss the services that are provided in order to assist with establishing the academic goals of the student.

IEP Meeting Process

  The IEP team meetings are designed to establish the best academic interest of the child.  The meetings are held in an office or class room around a table. The meeting is directed by one of the schools educators.  The school educator will act as the lead in the meeting and will introduce everyone that is present in the meeting. The team will assess the student progress and discuss the options that are suitable for the student. Once the team has evaluate the student the final step is completing the IEP.  The team will finalize the services the student will receive, and the length of time. The team will agree on the best interest of the child and base their decision accordingly. All members of the team must be in agreement and sign the IEP document. Once the document have been signed by all members IEP is considered a legal and binding document.


  Learning the requirements and steps for completing an IEP is essential to all involved. The IEP process is an extremely important tool for both teachers and parents to assist them in understanding what is best for the student to achieve academic success. The goals that are established by the team should be achievable to meet, and provide academic success for the student.


Gibb, G., & Dyches, T.T. (2007). Guide to writing quality individualized education programs (2nd ed.). United States of America, Pearson education, Inc.

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