Accessible Educational Materials and Technologies in the IEP
This resource discusses proposed locations in the IEP where it may be appropriate to refer to a student’s use of accessible materials and technologies.
Authors: Diana Carl, Joy Zabala, and Joanne Karger
Publication Date: Revised 2018
Publisher: National Center on Accessible Educational Materials
ADE Exceptional Student Services
This webpage offers complete information for all Arizona special education programs regarding regulations, procedures, and compliance. Information and resources for specific special education areas are available.
Publication Date: May 2022
Publisher: Exceptional Student Services, Arizona Department of Education
Arizona Department of Education AT Short Term Loan Library
Arizona Department of Education, Exceptional Student Services works in partnership with Northern Arizona University Institute for Human Development Arizona Technology Access Program to make available at no cost, a wide variety of assistive technology devices, equipment, software, and professional development materials to school personnel to improve access to assistive technology.
Publisher: Arizona Department of Education
Assistive Technology: An Overview
This module offers an overview of assistive technology with a focus on students with high-incidence disabilities such as learning disabilities and ADHD. It explores the consideration process, implementation, and evaluation of AT for these students.
Publication Date: 2022
Publisher: IRIS Center, Vanderbilt University
Avoiding Over-Use of Paraeducator Support for Individual Students
This article provides guiding principles for paraeducators of consistent and careful direction, training and supervision from a certified teacher, and sensitivity to the potential harm to students from over-support from so the impact of paraeducator services will be significantly increased.
Author: Frances Stetson
Publication Date: September 2015
Publisher: Inclusive Schools Network
Contents of the IEP
This article explains all aspects of an IEP to be shared with parents of students with disabilities. Links to additional explanation pages for each component are included.
Publication Date: April 2022
Publisher: Center for Parent Information and Resources
Guidelines for Extended School Year Services
This AZ-TAS document assists school personnel and parents with the procedural requirements of extended school year services. It will provide some guidance around ESY purpose, determination, and provision.
Publication Date: May 2020
Publisher: Arizona Department of Education
How Can We Ensure IEP Teams Provide the Most Intensive Supports?
This resource provides information about how data-based individualization can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
Authors: S. Goodman and T.A. Marx
Publication Date: July 2018
Publisher: National Center on Intensive Intervention
IEP/IFSP Facilitation: Practical Insights and Programmatic Considerations
This document summarizes practical insights and promising practices for IEP/IFSP facilitation and includes strategies that can be used prior to and during a meeting.
Authors: Timothy Hedeen, Marshall Peter, Philip Moses, and Anita Engiles
Publication Date: January 2013
Publisher: Center for Appropriate Dispute Resolution in Special Education
IEPs: Developing High-Quality Individualized Education Programs
This module details the process of developing high-quality IEPs for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act.
Publication Date: 2022
Publisher: IRIS Center, Vanderbilt University
Least Restrictive Environment (LRE)
This information brief discusses least restrictive environment as a guiding principle in the Individuals with Disabilities Education Act. LRE plays a critical role in determining not only where a student will spend time in school but also how special education services will be provided.
Publisher: IRIS Center, Vanderbilt University
Process for Developing Individualized Education Programs
This AZ-TAS document provides administrators, teachers, students, parents, and other individualized education program (IEP) team members with practical information about the development and implementation of an IEP that meets the requirements of the Individuals with Disabilities Education Act (IDEA), the Arizona Revised Statutes (A.R.S.), and the Arizona State Board of Education rules (found in the Arizona Administrative Code).
Publication Date: August 2017
Publisher: Arizona Department of Education
Related Services: Common Supports for Students with Disabilities
This module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services and briefly highlights many of the other related services as identified through IDEA '04.
Publication Date: 2022
Publisher: IRIS Center, Vanderbilt University
Related Services Providers: Important Contributors to the Accommodations Decision-Making Process
This brief suggests strategies for supporting related services providers so that they can participate more confidently as members of Individualized Education Program teams when decisions are made about instructional and assessment accommodations.
Authors: Sheryl Lazarus, Linda Goldstone, Martha Thurlow, and Gail Ghere
Publication Date: December 2021
Publisher: National Center on Educational Outcomes
Strategies for Setting High-Quality Academic Individualized Education Program Goals
This guide explains how educators can establish IEP goals that are measurable, ambitious, and appropriate in light of the student's circumstances. Four important steps are required for setting a valid goal for individual student performance: selecting a measure, establishing baseline performance, choosing a strategy for setting the goal, and writing a measurable goal.
Authors: Tessie Rose Bailey and Zachary Weingarten
Publication Date: 2019
Publisher: National Center on Intensive Intervention