Informationen zum Autor John J. Hoover is Associate Research Professor at the University of Colorado Boulder and a former K 12 special educator, teaching diverse students representing multiple languages and cultures in western, southwestern, and mid-western states. He earned a BA in Elementary and Special Education (Intellectual Disabilities), an MA in Learning Disabilities and Emotional Disorders with an emphasis in Reading, and a PhD in Curriculum specializing in Special Education. His research agenda for the past two decades has focused on the topic of culturally and linguistically responsive special education referral and assessment of English language and other diverse learners. He is currently PI on a multi-year grant funded project addressing ELs and multi-tiered supports, special education referral and assessment of culturally and linguistically diverse learners, and graduate level teacher preparation for teaching English language and other diverse learners with and without disabilities. Select recent coauthored/coedited books include: Why do English learners struggle with reading: Distinguishing language acquisition from learning disabilities (Pearson); Linking assessment to instruction in multi-tiered models: A teacher s guide to selecting reading, writing and mathematics interventions (Pearson); Differentiating learning differences from learning and behavioral disabilities: Teaching diverse learners through multi-tiered response to intervention (Allyn & Bacon); and Methods for teaching culturally and linguistically diverse exceptional learners (Pearson Merrill). He also is co-author of a nationally normed reading test, Early Reading Assessment (Pro-Ed), and of a research-based educator self-assessment and professional development tool, Core ESL Instructional Practices (CEIP) Guide. Recent referred journal publications include: Increasing usage of ESL instructional practices in a rural county elementary school, Rural Educator (2015); Culturally responsive special education referrals of English learners in one rural county school district: Pilot project, Rural Special Education Quarterly (2015), and Reducing unnecessary referrals: Guidelines for teachers of diverse learners, Teaching Exceptional Children (2012). Klappentext Develop and monitor high-quality IEPs for diverse learnersHigh-quality IEPs are fundamental for guiding the educational process of and developing goals for students who require special education services. English learners (ELs) and other students with learning, emotional, or behavioral disabilities present unique challenges to educators responsible for referring, assessing, and placing them. This book guides educators through the process for creating high-quality IEPs for these K-12 learners. Readers will find: Practical guidance for developing and monitoring culturally and linguistically responsive IEPs Checklists, guides, and other reproducibles that support IEP development Case studies highlighting examples of appropriate IEPs Zusammenfassung With practical guidance and checklists! this book provides educators with research-based strategies and examples that empower them to write effective IEPs for K-12 EL learners. Inhaltsverzeichnis Acknowledgments About the Authors About the Contributors Introduction: Blueprint of IEPs for ELs and Other Diverse Learners Underlying Assumptions of the IEP Development Stage Topical Areas and Terminology Chapter 1: Understanding a Culturally and Linguistically Diverse Multi-Tiered System of Supports Practitioner s Perspective Overview of MTSS MTSS and Cultural and Linguistic Diversity Culturally and Linguistically Responsive Teaching Qualities What Makes an IEP Culturally and Linguistically Responsive? Educational Framework for Diverse Learners With Disabilities IEP...

Autorentext

John J. Hoover is Associate Research Professor at the University of Colorado Boulder and a former K-12 special educator, teaching diverse students representing multiple languages and cultures in western, southwestern, and mid-western states. He earned a BA in Elementary and Special Education (Intellectual Disabilities), an MA in Learning Disabilities and Emotional Disorders with an emphasis in Reading, and a PhD in Curriculum specializing in Special Education. His research agenda for the past two decades has focused on the topic of culturally and linguistically responsive special education referral and assessment of English language and other diverse learners. He is currently PI on a multi-year grant funded project addressing ELs and multi-tiered supports, special education referral and assessment of culturally and linguistically diverse learners, and graduate level teacher preparation for teaching English language and other diverse learners with and without disabilities. Select recent coauthored/coedited books include: Why do English learners struggle with reading: Distinguishing language acquisition from learning disabilities (Pearson); Linking assessment to instruction in multi-tiered models: A teacher's guide to selecting reading, writing and mathematics interventions (Pearson); Differentiating learning differences from learning and behavioral disabilities: Teaching diverse learners through multi-tiered response to intervention (Allyn & Bacon); and Methods for teaching culturally and linguistically diverse exceptional learners (Pearson Merrill). He also is co-author of a nationally normed reading test, Early Reading Assessment (Pro-Ed), and of a research-based educator self-assessment and professional development tool, Core ESL Instructional Practices (CEIP) Guide. Recent referred journal publications include: Increasing usage of ESL instructional practices in a rural county elementary school, Rural Educator (2015); Culturally responsive special education referrals of English learners in one rural county school district: Pilot project, Rural Special Education Quarterly (2015), and *Reducing unnecessary referrals: Guidelines for teachers of diverse learners, *Teaching Exceptional Children (2012).

Klappentext

Develop and monitor high-quality IEPs for diverse learners High-quality IEPs are fundamental for guiding the educational process of and developing goals for students who require special education services. English learners (ELs) and other students with learning, emotional, or behavioral disabilities present unique challenges to educators responsible for referring, assessing, and placing them. This book guides educators through the process for creating high-quality IEPs for these K-12 learners. Readers will find: Practical guidance for developing and monitoring culturally and linguistically responsive IEPs Checklists, guides, and other reproducibles that support IEP development Case studies highlighting examples of appropriate IEPs

Zusammenfassung
With practical guidance and checklists, this book provides educators with research-based strategies and examples that empower them to write effective IEPs for K-12 EL learners.

Inhalt

Acknowledgments
About the Authors
About the Contributors
Introduction: Blueprint of IEPs for ELs and Other Diverse Learners
Underlying Assumptions of the IEP Development Stage
Topical Areas and Terminology
Chapter 1: Understanding a Culturally and Linguistically Diverse Multi-Tiered System of Supports
Practitioner's Perspective
Overview of MTSS
MTSS and Cultural and Linguistic Diversity
Culturally and Linguistically Responsive Teaching Qualities
What Makes an IEP Culturally and Linguistically Responsive?
Educational Framework for Diverse Learners With Disabilities
IEP Development Principles for English Language and Other Diverse Learners
Conclusion
Chapter 2: Essential Components of IEPs for English Language and Other Diverse Learners
Practitioner's Perspective
Required Components of IEPs per IDEA
Other Mandated IEP Considerations per …