Banque de références sur les plans ou programmes d'intervent

A

• Adment, T. (2008). Involvement to engagement: community education practices in a suburban elementary school and an inner-city community school (Master’s thesis). University of Saskatchewan, Saskatoon, Canada. 
• Agran, M. et Hughes, C. (2008). Asking student input: Students’ opinions regarding their individualized education program involvement. Career Development for Exceptional Individuals, 31(2), 69-76.
• Aleada, L. T. (2006). Are individualized education plans a good thing? A survey of teachers’ perceptions of the utility of IEPs in regular education settings. Journal of Instructional Technology, 33, 263-272.
• Allen, S. K., Smith, A. C., Test, D. W., Flowers, C. et Wood, W. M. (2001). The effects of self-directed IEP on student participation in IEP meetings. Career Development for Exceptional Individuals, 24, 107–120. 
• Arivett, D. L., Rust, J. O., Brissie, J. S. et Dansby, V. S. (2007). Special education teachers’ perceptions of school psychologists in the context of individualized education program meetings. Education, 127, 378-388.
• Arndt, S. A., Konrad, M. et Test, D. W. (2006). Effects of the self-directed IEP on student participation in planning meetings. Remedial and Special Education, 27, 194-207. 
• Asp-Onsjö, L., (2004). Individual education plans – impressions and expressions. Paper presented at the European Conference on Educational Research, University of Crete, 22-25 September 2004. Retrieved from: http://www.leeds.ac.uk/educol/documents/00003723.htm 
• Attifeld, R. (1985). Park Dean School tires the IEP. British Journal of Special Education, 12(1), 17-18.
• Australian Federation of Disability Organisations. (2013). AFDO Education Policy Report and Recommendations

B

• Barnard, B. et Lechtenberger, D. (2010). Student IEP participation and academic achievement across time. Remedial and Special Education, 31, 343-349. 
• Barrie, W. et McDonald, J. (2002). Administrative support for student-led individualized education programs. Remedial and Special Education, 23, 116-121. 
• Bateman, B. D., (2011) Individualized education programs for children with disabilities. Dans J. M. Kauffman & D. P. Hallahan, Handbook of special education (pp. 77-90). Philadelphia, PA: Taylor & Francis/Routledge
• Bateman, B. D. et Herr, C. M. (2006). Writing measurable IEP goals and objectives. Verona, WI: IEP Resources.
• Bateman, B. D. et Linden, M. A. (1998). Better IEPS: How to develop legally correct and educationally useful programs (3e ed.). Longmont, CO: Sopris West.
• Bausch, M. E., Quinn, B. S., Chung, y., Ault, M. J.et Behrmann, M. M. (2009). Assistive technology in the Individualized Education Plan: Analysis of policies across ten states. Journal of Special Education Leadership, 22(1), 9-23.
• Beaupré, P., Ouellet, G., Roy, S. et  Bédard, A.  (2002).  Recension des écrits sur le plan d'intervention auprès des personnes handicapées ou en difficulté. Rapport de recherche sur les plans d'intervention auprès des élèves handicapés ou en difficulté. Québec : ministère de l'éducation.
• Beaupré, P., Roy, S. et Ouellet, G. (2003). Rapport sur les groupes de discussion portant sur la recherche du plan d'intervention. Rapport de recherche sur les plans d'intervention auprès des élèves handicapés ou en difficulté. Québec : ministère de l'éducation.
• Beaupré, P., Roy S. et Ouellet, G. (2003). Rapport sur les questionnaires à l'intention de la direction d'école sur le plan d'intervention auprès des personnes handicapées ou en difficulté. Rapport de recherche sur les plans d'intervention auprès des élèves handicapés ou en difficulté. Québec: ministère de l'éducation. 
• Beverley H. J., Crowley E. P. et Guetzloe E. (2002). Planning the IEP for students with emotional and behavioral disorder. Focus on Exceptional Children, 34(9), 1-12. 
• Blackwell, W. H. et Rossetti, Z. S. (2014). The development of individualized education programs: Where have we been and where should we go now? SAGE Open, 2014(April-June), 1-15.
• Blanchard, A. (2004). Virtual behavior settings: An application of behavior setting theories to virtual communities. Journal of Computer-Mediated Communication, 9(2). 
• Boavida, T., Aguiar, C., McWilliam, R. A. et Pimentel, J. S. (2010). Quality of individualized education program goals of preschoolers with disabilities. Infants & Young Children, 23(3), 233-243.
• Boavida. T., Aguiar, C., & McWilliam, R. A. (2013). A training program to improve IFSP/IEP goals and objectives through the routines-based Interview. Topics in Early Childhood Special Education, 33(4),200-211 DOI: 10.1177/0271121413494416 
• Bouchard, G. (1985). Un enfant, un besoin, un service Gilles E. Bouchard., Pour une éducation de qualité à l’enfance en difficulté d’adaptation scolaire au Québec. Montréal, QC : Conseil scolaire de l’île de Montréal.
• Bourdages, C. et Chouinard, R. (1992). L’Élève et la Signifiance de son Plan d’Intervention Personnalisé. Montréal, QC : Commission des écoles catholiques de Montréal.
• Bowers, T. (1997). Not just a piece of paper. A consideration of IEPs in the classroom, education, 3-13. International Journal of Primary, Elementary and Early Years Education, 25(3). 47-51.
• Brady, M. P. (1998). Team environmental assessment mapping: A method for selecting curriculum goals for students with disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 33, 264-272 
• Brock, K. A. et Shanberg, R. (1990). Avoiding unnecessary due process hearings. Journal of Reading, Writing, and Learning Disabilities, 6(1), 33-39
• Broughton, V. (1997). The individualized family service plan: Does the form make a difference to the process? (Thèse de doctorat inédite). University of Cincinnati, Cincinnati, OH.
• Budoff, M., Thormann, J. et Gras, A. (1986). Microcomputers in special education. Cambridge, MA : Brookline.
• Burns, E. (2006). IEP-2005: Writing and implementing individualized educational programs (IEPs). Springfield, IL: Charles C. Thomas.
• Butera, G., McMullen, L. et Henderson, J. (1997). IEPs, students with behavior problems and school discipline policies: A collision course.Université de Virginie. Morgantown, WV. Repéré à ERIC Service de reproduction No. ED406103)

C

• Caccamo, J. et Watkins R. (1982). Computer saves time in writing lEP'S. Missouri Schools, 20-22.
• Catagnus R. M. et Hantula D. A. (2011). The Virtual Individual Education Plan (IEP) Team: Using Online Collaboration to Develop a Behavior Intervention Plan. International Journal of e-Collaboration, 7(1), 30-46,
• Catone, W. et Brady, S. A. (2005). The inadequacy of individual educational program (IEP) goals for high school students with word-level reading difficulties. Annals of Dyslexia, 55, 53-78. 
• Cheney, C. (2002, March). Using a web-based tutorial to teach the IEP process. Office of postsecondary education. Dans No child left behind: The vital role of rural schools. 22nd Annual National Conference Proceedings of the American Council on Rural Special Education (ACRES), Reno, Nevada (p. 236-241). Repéré à https://files.eric.ed.gov/fulltext/ED463124.pdf
• Childre, A. et Chambers, C. R. (2005). Family perceptions of student-centered planning and IEP meetings. Education and Training in Developmental Disabilities, 40(3), 217-233.
• Christle, A. et Yell, M., (2010). Individualized education programs: Legal requirements and research findings. Exceptionality, 18, 109-123.
• Clark, S. G. (2000). The IEP process as a tool for collaboration. Teaching Exceptional Children, 33(2), 56-66.
• Cohen, M. et Heumann, J. E. (2001). Clarification of the role of the IEP team in selecting individual accommodations, modifications in administration, and alternate assessments for state and district-wide assessments of student achievement. États-Unis : Office of Special Education and Rehabilitative Service Education. ED 450539.
• Commission des droits de la personne et les droits de la jeunesse. (2015). La signature par les parents du plan d’intervention en milieu scolaire. Repéré à http://www.cdpdj.qc.ca/Publications/Signature_ parents_plan_intervention.pdf
• Conseil supérieur de l’Éducation. (1996). L’intégration scolaire des élèves handicapé et en difficulté. Québec, QC: Gouvernement du Québec.
• Cooper, P. (1996). Are Individual Education Plans a waste of paper? British Journal of Special Education, 23(3), 115-119.
• Conroy, T., Yell, M. L. et Katsiyannis, A. (2008). The supreme court on the burden of persuasion when challenging IEPs. Remedial and Special Education, 29, 108-117.
• Cummins, R. A., Baxter, C., Hudson, A. et Jauernig, R. (1996). A model system for the evaluation of individual program plans. Journal of Intellectual and Developmental Disability, 21(1), 59-70. 
• Cusumano, D. L. (2007). Is it working?: An overview of curriculum based measurement and its uses for assessing instructional, intervention, or program effectiveness. The Behavior Analyst Today, 8(1), 24-34. Repéré à http://dx.doi.org/10.1037/h0100099

D

• Dabkowski, D. M. (2004). Encouraging active parent participation in IEP team meetings. Teaching Exceptional Children, 36(3), 34-39.
• Danneker, J. E. et  Bottge, B. A. (2009). Benefits of and barriers to elementary student-led individualized education programs. Remedial and Special Education, 30, 225-233. 
• Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
• Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37, 184-192.
• Deno, S. L. et Mirkin, P. (1980). Data-based IEP development: An approach to substantive compliance. Teaching Exceptional Children, 12, 92-97.
• Deno, S. L., Fuchs, L. S, Marston, D. et Shin, J. (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30, 507-526.
• Desbiens, N. et Massé, L. (2006). Le Plan d'Intervention et le Plan de Services Individualisés; dans Massé L., Desbiens N. et Lanaris C.; Les Troubles de Comportement à l'École: Prévention, Évaluation et Intervention. Montréal, QC : Gaëtan Morin.
• Deslandes, R. (2015). Collaboration famille-école-communauté pour une inclusion réussie. Dans N. Rousseau (dir.), La pédagogie de l’inclusion scolaire (3e éd., pp.203-230). Québec, Canada : Presses de l’Université du Québec.
• Deslandes, R. (2019a). An integrative framework for school-family collaboration in the context of an updated look at some relevant factors and processes. Aula Abierta Journal, 48(1), 11-18.
• Deslandes, R. (2019b). Relations école-famille. Tome 1. Collaborations école-famille-communauté : Recension des écrits. Périscope. 
• Diliberto, J. A. et Brewer, D. (2012). Six tips for successful IEP Meetings. Teaching Exceptional Children, 44, 30-37.
• Downing, J. (1988). Active versus passive programming: A critique of IEP objectives for students with the most severe disabilities. Journal of the Association for Persons with Severe Handicaps, 13, 197-210.
• Drasgow, E., Yell, M. et Robinson, T. R. (2001). Developing legally correct and educationally appropriate IEPs. Remedial and Special Education, 22, 359- 373.
• Dunne, T. et O'Regan, C. (1991). Evaluating individual program plans. Journal of Practical Approaches to Developmental Handicaps, 14,15–19.

E

• Eason, I. A. et Whitbred, K. (2006). IEP and inclusion tips for parents and teachers. Verona, WI: Attainment.
• Education Council. (2016). School Education in Sultanate of Oman. Retrieved from: https://www.educouncil.gov.om/en/page.php?scrollto=start&id=15 
• Edyburn, D. L. (2002). Assistive technology and the IEP. Special Education Technology Practice, 4(3), 15-22. 
• Eichler, J. B. (1999). The Individualized Program Requirement: Conceptualization versus Reality. (Thèse de doctorat inédite). University of Kansas, Lawrence, KS.
• Enell, N. C. (1983). How to Streamline Your IEP: A special education handbook on computer-assisted individualized education programs. États-Unis: San Juan Unified School District. 
• Enell, N. C. (1984). A cost comparison of preparing special education Individualized Education Programs (IEPs) with and without computer assistance. Carmichael, CA: San Juan Unified School District.
• Enell, N. C. et Barrick S. W. (1983). An Examination of the Relative Efficiency and Usefulness of Computer-Assisted Individualized Education Programs. États-Unis : San Juan Unified School District.
• Epstein, H.M, Patton J.R., Polloway E.A. et Foley R. (1992). Educational services for students with behavior disorders: A review of individualized education programs. Teacher Education and Special Education, 15(1), 41-48.
• Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
• Epstein, J. L. & Associates (2019). School, family, and community partnerships. Your handbook for action (4th ed.). Thousand Oaks, CA: Corwin Press.
• Espin, C. A., Deno, S. L. et Albayrak-Kaymak, D. (1998). Individualized education programs in resource and inclusive settings: How “individualized” are they? The Journal of Special Education, 32, 164-174. 
• Etscheidt, S. (2003). An analysis of legal hearings and cases related to individualized education programs for children with autism. Research and Practice for Persons With Severe Disabilities, 28, 51-69.
• Etscheidt, S. K. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. Teaching Exceptional Children, 38, 56–61
• European Agency for Development in Special Needs Education. (2003). Special Needs Education in Europe. C. Meijer, V. Soriano. & A. Watkins (Eds.). Retrieved from: https://www.european-agency.org 

F

• Ferreira, D., D'Aniello S. et Kaffar J. B. (2007). Using technology to increase IEP efficiency for educators. Proceedings of Society for Information Technology & Teacher Education International Conference 2007, 1971-1973. 
• Fiscus, E. D. et Mandel, C. J. (1983). Developing lndividualized Education Programs. St. Paul, Minnesota: West Publishing Co. 
• Fish, W. W. (2008). The IEP meeting: Perceptions of parents of students who receive special education services. Preventing School Failure, 53, 8-14. 
• Fitzpatrick, M., Toledo Figueroa, D., Golden, G., Crosby, S. & Santiago, P. (2018). Education Policy Outlook: Mexico. L. Zachary (Ed.). Retrieved from: https://gpseducation.oecd.org
• Fjermestad, J. (2004). An analysis of communication mode in group support systems research. Decision Support Systems, 37(2), 239–263.
• Fuchs, L. S. et Shinn, M. R. (1989). Writing CBM IEP objectives. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 130152). New York, NY: Guilford Press.

G

• Gaffney, J. et  Ruppar, A. (2011). Individualized education program team decisions: A preliminary study of conversations, negotiations, and power. Research and Practice for Persons With Severe Disabilities, 36, 11-22. 
• Gair, S. B. (1980). Writing the arts into Individualized Educational Programs. Art Education, 33(8), 8-11
• Gallagher, J. et Desimone L. (1995). Lessons Learned from Implementation of the IEP: Applicationsto the IFSP. TECSE 15(3), 353-378.
• Gallagher, J. J. (1998). Planning for young children with disabilities and their families; the evidence from IFSP / IEPs. ED417504. The University of North Carolina Rhode Island College, États-Unis: Center for Family Studies. UQAM.
• Gauthier, Y. (2004). Plan d'enseignement individualisé dans les écoles de l'Ontario: Analyse de cas des enfants surdoués et d'enfants en troubles d'apprentissage. Brock Éducation, 13(2), 6-19.
• Gauthier, Y. (2006). Enfance en difficulté: Représentations des enseignants franco-ontariens à l'égard des plans d'enseignement individualisés. Brock Éducation, 16(1), 78-92. 
• Gavins, M. V. (2007). IEP development as a function of pedagogical experience in special education teachers. (Mémoire de maîtrise inédit). Université de Maryland, College Park, MD. 
• Gelzheiser, L. M., McLane, M., Meyers, J. et Pruzek, R. M. (1998). IEP-specific peer interaction needs: Accurate but ignored. Exceptional Children, 65, 51-65. 
• Geva, O., Peterka, J., Pont, B., Field, S., Toledo Figueroa, D., Golden, G., Jankova, B., Horvathova, M., Linden, R., Fraccola, S. & Yelland, R. (2016). Education Policy Outlook: Israel. S. Limoges & S. Copeland (Eds.). Retrieved from: https://gpseducation.oecd.org 
• Giangreco, M. F., Cloninger C. J., Dennis, R. E. et Edelman S. W. (1993). National expert validation of COACH: Congruence with exemplary practice and suggestions for improvement. The Association for Persons with Severe Handicaps, 18(2), 109-120.
• Giangreco, M. F., Dennis R. E., Edelman S. W. et Loninger C. J. (1994). Dressing your IEPs for the general education climate analysis of IEP goals and objectives for students with multiple disabilities. Remedial and Special Education, 15(5), 288-296
• Gilliam, J. E. et Coleman M. C. (1981). Who influences IEP committee decisions? Exceptional Children, 47(8), 642-644.
• Glazer, E. M., & Hannafin, M. J. (2006). The collab­orative apprenticeship model: Situated professional development within school settings. Teaching and Teacher Education: An International Journal of Research and Studies, 22(2), 179–193. doi:10.1016/j. tate.2005.09.004 
• Goddard, A. (1997). The role of individual education plans / programmes in special education: A critique. Support for Learning, 12(4),170-174.
• Goldstein, S. et Turnbull A. P. (1982). Strategies to increase parent participation in IEP Conferences. Exceptional Children, 48(4), 360-361.
• Goldstein, S., Strickland B., Turnbull A. P. et Curry, I. (1978). An observational analysis of the IEP conference. Exceptional Children, 46, 278-286. 
• Gonçalves, G. et Lessard, C. (2013). L’Évolution du champ de l’adaptation scolaire au Québec : politiques, savoirs légitimes et enjeux actuels. Revue canadienne de l’éducation, 36(4), 299-326.
• Goodman, J. et Bond, L. (1993). The individualized education program: A retrospective critique. Journal of Special Education, 26, 408-422.
• Goodman, J., Bains, L. et Moussalli, M. (2011). IEP workboxes: An intervention for increasing the cognitive development of preschool students with disabilities. Intervention in School and Clinic, 46(4), 251-256.
• Goupil, G. (1991). Le Plan d'Intervention Personnalisé en Milieu Scolaire Boucherville QC, Gaëtan Morin. 
• Goupil, G. (1994). La formation en milieu scolaire des intervenants au plan d’intervention person- nalisé. Revue Francophone de la Déficience Intellectuelle, 5(1), 43-52.
• Goupil, G. (2004). Le plan d’intervention, de service et de transition. Montréal, QC : Gaëtan Morin.
• Goupil, G., Comeau, M. et Doré, C. (1995). Étude descriptive des services donnés par des orthopédagogues. Montréal: Université du Québec à Montréal, Département de psychologie. 
• Goupil, G., Tassé, M. J., Doré, C., Horth, R., Lévesque, J. Y. et Mainguy, E. (2000). Analyse descriptive des plans d’intervention personnalisés (Rapport de recherche). Université du Québec à Montréal, Québec, QC.
• Gouvernement du Québec. (1984). À Part Égale: L'Intégration Sociale des Personnes Handicapées: Un défi pour tous. Gouvernement du Québec. Québec.
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• Gouvernement du Québec. (2015c). Loi sur l'instruction publique. Éditeur officiel du Québec. Québec.
• Government of United Kingdom. (n.d.). Children with Special Educational Needs and Disabilities. Retrieved from: https://www.gov.uk/children-with-special-educational-needs/print  
• Gray, K. F. (2005). An examination of the relationship between parent satisfaction with IEP meetings and student academic achievement. (Thèse de doctorat inédite) Repéré à  ProQuest, UMI Dissertations Publishing. (3181101).
• Gress, J. R. et Carroll, M. E. (1985). Parent-professional partnership-and the IEP. Academic Therapy, 20, 443-449. Grisham-Brown, J. S. et Hemmeter, M. L. (1998). Writing IEP goals and objectives: Reflecting an activity-based approach to instruction for children with disabilities. Young Exceptional Children, 1, 2-10.

H

• Hamilton, D. A. (1995). The utility of the assessment evaluation programming system in the development of quality IEP goals and objectives for young children, birth to three, with visual impairments. (Mémoire de maîtrise inédit). University of Oregon, Eugene, OR.
• Hammer, M. R. (2004). Using the self-advocacy strategy to increase student participation in IEP conferences. Intervention in School and Clinic, 39, 295-380.
• Hardman, M. L., McDonnell, J. et Welch, M. (1997). Perspectives on the future of IDEA. Journal of the Association for Persons with Severe Handicaps, 22, 61-77.
• Hawbaker, B. W. (2007). Student-led IEP meetings: Planning and implementation strategies. Teaching Exceptional Children Plus, 3(5), Article 4. Repéré à http://escholarship.bc.edu/education/ tecplus/vol3/iss5/art4
• Hawkes, M., & Romiszowski, A. (2001). Examining the reflective outcomes of asynchronous computer mediated communication on in service teacher development. Journal of Technology and Teacher Education, 9(2), 285–308.
• Hayes, J. et Higgins, S. T. (1978). Issues Regarding the IEP: Teachers on the front line. Exceptional Children, 44(4), 267-273. 
• Henderson, A., & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory. IDEA (n.d.). Building the legacy: IDEA 2004. Retrieved from http://idea.ed.gov
• Hendrick-Keefe, C. (1992). Developing responsive IEPs through holistic assessment. Intervention in School and Clinic, 1(28), 34-40.
• Herr, C.M. et Bateman, B.D. (2012). Writing Measurable Functional and Transition IEP Goals. Verona, Wisconsin, États-Unis: Éditions, Tom Kinney, Attainement Company Inc. 
• Hill, C. C. (2006). The individualized education program: An analysis of IEP litigation from 2000 to present. (Thèse de doctorat). Accessible par ProQuest Dissertations & Theses. (UMI no. 325012).
• Hoehle, R. L. (1993). The development of an expert system to evaluate the IEP components of student records (Thèse de doctorat inédite). University of Utah, Logan, UT.
• Hollis, J. (1998). Conducting individualized education program meetings that withstand due process: The informal evidentiary proceeding. Springfield, IL: CC Th
• Hoover-Dempsey, K. V., Ice, C. L., & Whitaker, M. C. (2010). Motivation and commitment to family-school partnerships. In Christenson, S. L. & Reschly, A. L. (Eds), Handbook on school-family partnerships for promoting student competence (pp.30-60). New York: Routledge/Taylor and Francis Group.
• Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130.
• Horner, R.H., Thompsen, L.S. et Storey, K. (1990). Effects of case manager feedback on the quality of individual habilitation plan objectives. Mental Retardation, 28, 227–231
• Huefner, D. S. (2000). The risks and opportunities of the IEP requirements under IDEA ‘97. Special Education, 33(4), 195-204.
• Hummel, J. W. et Deganan, S. C. (1986). Options for technology assisted IEPs. Journal of Learning Disabilities, 19(9), 562-566.
• Humphrey, N., Lendrum, A., Barlow, A., Wigelsworth, M. & Squires, G. (2013). Achievement for all: Improving psychosocial outcomes for students with special educational needs and disabilities. Research in Developmental Disabilities, 34, p.1210-1225. 
• Hunt, P. et Farron-Davis, F. (1992). A preliminary investigation of IEP quality and content associated with placement in general education versus special education classes. Journal of the Association for Persons with Severe Handicaps, 17, 247-253.
• Hunt, P., Goetz, L. et Anderson, J. (1986). The quality of IEP objectives associated with placement on integrated versus segregated school sites. Journal of the Association for Persons with Severe Handicaps, 11, 125-130.

I

• Ilich-Stoshovikj D., et Nikolikj, S. (2006). Individual education programs. psychological and pedagogical survey. Belgrade University. The Faculty for special education and rehabilitation, 1(2), 31-40.

J

• Jenkins, M. (1987). Effect of a Computerized individual education program (IEP) writer on time savings and quality. Journal of Special Education Technology, 8(3), 55-66.
• Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237-269.
• Jobin, M. (1983). Procédure de prévention des difficultés et processus de résolution de problèmes par la rédaction d'un plan d'intervention personnalisé (PIP) La signalisation continue à l'école Mireille Jobin. Montréal, QC: Commission des écoles catholiques de Montréal, Services des études.
• Johns, B. H., Crowley P. E. et Guetzloe, E. (2002). Planning the IEP for students with emotional and behavioral disorders. Focus on Exceptional Children, 34 (9), 1-12.
• Johnston, S. D., Proctor, W. A. et Corey S. E. (1995). A new partner in the IEP process: The laptop computer. Teaching Exceptional Children, 46-49. 
• Johnson L. J., Pugach M.C. et Hammitte D.J. (1988). Barriers to effective special education consultation. Remedial and Special Education. 9 (6), p. 41 – 47.
• Jung, L. A. (2007). Writing SMART objectives and strategies that fit the routine. Teaching Exceptional Children, 39(4), 54-58.
• Jung, L. A., Gomez C., Baird S. M. et Galyon Keramidas, C. L. (2008). Designing intervention plans. Bridging the gap between individualized education programs and implementation. Teaching Exceptional Children, 41(1), 26-33.

K

• Kamens, M. W. (2004). Learning to write IEPs: A personalized reflective approach for preservice teachers. Intervention in School and Clinic, 40(2), 76-80. 
• Karger, J. (2006). Access to the general curriculum for students with disabilities: The role of the IEP. Wakefield, MA: National Center on Accessing the General Curriculum. Repéré à http://aem.cast. org/about/publications/2004/ncac-curriculum-access-role-iep.html
• Karger, J. et Hitchcock, C. (2003). Access to the general curriculum for students with disabilities: A brief legal interpretation. Repéré à http://aem.cast.org/about/publications/2003/ncac-curriculum-access- legal-interpretation.html
• Kaye, N. L. et Aserlind, R. (1979). The IEP: The ultimate process. Journal of Special Education. 13(2), 137-143.
• Kelley, K. R., Bartholomew, A. et Test, D. W. (2013). Effects of the self-directed IEP delivered using computer-assisted instruction on student participation in educational planning meetings. Remedial and Special Education, 34, 67-77. 
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