Writing Culturally and Linguistically Data-Driven IEPs
This chapter focuses on writing culturally and linguistically responsive IEPs for multilingual learner students with disabilities (MLSwD). It provides an overview of relevant laws and discusses the intersection of needs between multilingual students, students with disabilities, and MLSwD. Disproportional representation of MLSwD in special education services is described to provide context for the importance of culturally and linguistically appropriate IEP goals. The key components of the IEP are delineated including a description of the present level of academic and functional performance, and writing observable, measurable IEP goals and objectives using the SMART format (specific, measurable, attainable, relevant, and time bound). Accommodations, transition services, and assistive technology are discussed.
Bilingual Special Education for the 21st Century: A New Interface
College of Education
Morales, D. L., Brown, J. E., & Sanford, A. K. (2022). Writing culturally and linguistically data-driven IEPs. In G. Colόn & T. Alsace (Eds.), Bilingual special education for the 21st century: A new interface (pp. 119-144). IGI Global. https://doi.org/10.4018/978-1-7998-9043-0.ch005