000			01498nam a2200145 4500
008			250307b |||||||| |||| 00| 0 eng d
100			_aAlison L. Zagona
245			_aAnalysis of Literacy Content in IEPs of Students With Complex Support Needs
300			_aP.138-149
520			_aThe Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.
654			_aliteracy _aIEPs _aeducational placement _areading _awriting
700			_aK. R. Lansey
773	0		_0125279 _9111255 _dNew Delhi _tJournal of Special Education _x0022-4669
942			_cJA
999			_c131315 _d131315