• 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.

• Gouvernement du Québec. (1976). Chartes de droits et libertés de la personne. Éditeur officiel du Québec. Québec.

• Gouvernement du Québec. (1978). Loi assurant l’exercice des droits des personnes handicapées en vue de leur intégration scolaire, professionnelle et sociale. Éditeur officiel du Québec. Québec.

• Gouvernement du Québec. (2015a). Loi assurant l’exercice des droits des personnes handicapées en vue de leur intégration scolaire, professionnelle et sociale. Éditeur officiel du Québec. Québec.

• Gouvernement du Québec. (2015b). Loi sur la santé et les services sociaux. Éditeur officiel du Québec. Québec.

• Gouvernement du Québec. (1982). Loi sur l’accès aux documents des organismes publics et sur la protection des renseignements personnels. Éditeur officiel du Québec. Québec. 

• Gouvernement du Québec. (2008). Loi sur l’instruction publique. Éditeur officiel du Québec. Québec. 

• 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. 

• Kellogg R. C. (1984). Computerized individualized educational plans: One way. ED250838 – microfiche.

• Konrad, M., et Test, D. W. (2007). Effects of GO 4 IT . . . NOW! strategy instruction on the written IEP goal articulation and paragraph-writing skills of middle school students with disabilities. Remedial and Special Education, 28, 277-291. 

• Konrad, M., Trela, K. et Test, D. W. (2006). Using IEP goals and objectives to teach paragraph writing to high school students with physical and cognitive disabilities. Education and Training in Developmental Disabilities, 41, 111-124. 

• Kowalski, E., Lieberman, L., Pucci, G. et  Mulawka, C. (2005). Implementing IEP or 504 goals and objectives into general physical education. Journal of Physical Education, Recreation & Dance, 76(7), 33-37.

• Kowalski, E., McCall, R., Aiello, R. et Lieberman, L. (2009). Effectively using IEP goal banks. Journal of Physical Education, Recreation, and Dance, 80, 44-56.

• Krishnakumar, P., Geeta, M. G. et Palat, R. (2006). Effectiveness of individualized education program for slow learners. Indian Journal of Pediatrics, 73, 135-137.

• Krishnakumar, M. G. et Palat, R. (2009). Effectiveness of Individualized Education Program for Slow Learners. Department of Paediatrics, Medical College, Calicut, India

• Kroeger, S., Leibold, C. et Ryan, B. (1999). Creating a sense of ownership in the IEP process. Teaching Exceptional Children, 32(1), 4–9.

• Kurth, J. et Mastergeorge, A. M. (2010). Individual education plan goals and services for adolescents with autism: Impact of age and educational setting. The Journal of Special Education, 44, 146-160. 

• Kwon, K., Elicker, J. et Kontos, S. (2011). Social IEP objectives, teacher talk, and peer interaction in inclusive and segregated preschool settings. Early Childhood Education Journal, 39, 267-277.

L

• Lamontagne, A. et Ouellet, G. (1988). Plan d’intervention personnalisé pour élèves doués ou talentueux. Montréal, QC: Commission des écoles catholiques de Montréal.

• Landmark, L. J. et Zhang, D. (2013). Compliance and practices in transition planning: A review of individualized education program documents. Remedial and Special Education, 34, 113- 125. 

• Landry, A. (1990). Le plan d’intervention en milieu scolaire. Attitudes., 6, 7-11.

• Leblanc, J. (2000). Le plan de rééducation individualisé (PRI) Une approche prometteuse pour prévenir le redoublement. Montréal, QC : Les Éditions de la Chenelière. 

• Lee-Tarver, A. (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 Psychology, 33, 263-272.

• Lefebre, M. (2011). Exploration et réflexion sur le rôle du psychologue scolaire au Québec. (Thèse de doctorat inédite). Université de Québec à Trois-Rivières. Trois-Rivières, Québec. 

• Lent Michnowicz, L., McConnell, S. R., Peterson, C. A. et Odom, S. L. (1995). Social goals and objectives of preschool IEPs: A content analysis. Journal of Early Intervention, 19(4), 273-282.

• Lignugaris-Kraft, B., Marchand-Martella, N. et Martella, R. C. (2001). Writing better goals and short-term objectives or benchmarks. Teaching Exceptional Children, 34(2), 52-58.

• Lo, L. (2008). Chinese families’ level of participation and experiences in IEP meetings. Preventing School Failure, 53, 21-27.

• Lovitt, T., Cushing, S. S. et Stump, C. S. (1994). High school students rate their IEPs: Low Opinions and lack of ownership. Intervention in School and Clinic, 30(1), 34-37.

• Lowman, J. J. (2016). A comparison of three professional development mechanisms for improving the quality of standards-based IEP objectives. Communication Disorder Quarterly, 37(4) 211-224.

• Lynch, E. C. et Beare, P. L. (1990). The quality of IEP objectives and their relevance to instruction for students with mental retardation and behavioral disorders. Rase Feature Article, 11(2), 48-55.

• Lynch, S. et Adams, P. (2008). Developing standardized-based individualized education program objectives for student with significant needs. Teaching Exceptional Children, 40(3), 36-39.

M

• Maher, C. A. et Barbarck, C. R. (1980). A framework for comprehensive evaluation of the indi- vidualized education program (IEP). Learning Disability Quarterly, 3(3), 49-55.

• Margolis, H. et Free, J. (2001). The consultant corner. Computerized IEP programs: A guide for educational consultants. Journal of Educational and Psychological Consultation, 12(2), 171-178.

• Martin, J. E. et Marshal, L. H. (1995). ChoiceMaker: A comprehensive self-determination transition program. Intervention in School and Clinic, 30(3), 147-156.

• Martin, J. E., Marshall, L. H. et Sale, R. P. (2004). A 3-year study of middle, junior high, and high school IEP meetings. Exceptional Children, 70, 285–297. 

• Martin, J. E., Dycke, J. L. V., Christensen, W. R., Greene, B. A., Gardner, J. E. et Lovett, D. L. (2006). Increasing student participation in IEP meetings: Establishing the self-directed IEP as an evidenced-based practice. Exceptional Children, 72, 299-316

• Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L. et Lovett, D. L. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Exceptional Children, 72, 187-200. 

• Martin, J. E., Marshall, L. H., Maxson, L. M. et Jerman, P. L. (1996). The self-directed IEP. Longmont, CO: Sopris West. 

• Mason C., Field S. et Sawilowsky S. (2004). Implementation of self-determination activities and student participation in IEPs. Exceptional Children, 70(4), 441-451.

• Mason, C., McGahee-Kovac, M., Johnson, L. et Stillerman, S. (2002). Implementing student-led IEPs: Student participation and student and teacher reactions. CDEI, 25 (2). 

• Mason, C., McGahee-Kovac, M. et Johnson, L. (2004). How to help students lead their IEP meet- ings. Teaching Exceptional Children, 36(3), 18-25.

• Massanari, C. B. (2002). Connecting the IEP to the general curriculum: A talking paper. Des Moines, IA: Mountain Plains Regional Resource Center. Repéré à https://eric.ed.gov/?id=ED469280

• Mattie, H. D. et Kozen, A. A. (2007). Consideration of behavior states and patterns in IEP development and daily planning: A multiple case study approach involving students with multiple disabilities. Education and Training in Developmental Disabilities, 42, 38-47. 

• McCormick, J. M. (1998). An analysis of individual Education Program goals and objectives for preschool handicapped children and their relationship to curriculum. (Mémoire de maîtrise inédit). University of Rowan, Glassboro, NJ.

• McConnell, S.R., Peterson C.A. et Odom S.L. (1995). IEPs: A content analysis. Journal of Early Intervention, 19(4), 273-282

• McCrea, L. D. (1991). Frequency of job skills deemed critical by employers appearing on the individualized education plans (IEPs) of moderately retarded students. (Mémoire de maîtrise inédit). Université du Western Michigan. Michigan, États-Unis. 

• McGahee-Kovac, M. (1995). A student’s guide to the IEP. Washingon, DC: National Information Center for Children and Youth with Disabilities, NICHCY.

• McGahee, M., Mason, C., Wallace, T., & Jones, B. (2001). Student-led IEPs: A guide for student involvement. Arlington, VA: Council for Exceptional Children. 

• McGlohon D. D. (1983). Development of a training program to improve the quality of IEPs. (Thèse de doctorat inédite). Arizona State University, Tempe, AZ.

• McLaughlin, M. J., Nolet, V., Rhim, L. M. et Henderson, K. (1999). Integrating standards: Including all students. Teaching Exceptional Children, 31(3), 66-71.

• McWilliam, R. A. (2001). Functional interview planning: The routine based interview. Repéré (janvier 2011) http://www.waisman.wisc.edu/birthto3/WPDP/rbi.pdf.

• McWilliam, R. A. (2009). Goal Functionality Scale III. Chattanooga, TN: TEIDS-Plus Study, Siskin Children’s Institute.

• Michnowicz, L. L., Mcconnell, S. R., Peterson, C. A., et Odom, S. L. (1995). Social Goals and Objectives of Preschool IEPs: A Content Analysis. Journal of Early Intervention. 19(4), 273-282. 

• Millward, A., Baynes, A., Dyson, A., Riddell, S., Banks, P., Kane, J. et Wilson, A. (2002). Individualised educational programmes. Part I: A literature review. Journal of Research in Special Educational Needs, 2(3). 

• Ministère de l’Éducation du Québec (MEQ). (2004). Le plan d’intervention… au service de la réussite de l’élève : Cadre de référence pour l’établissement des plans d’intervention. Québec, QC : Gouvernement du Québec.

• Ministère de l’Éducation du Québec. (1976). Rapport du Comité Provincial de l’Enfance Inadaptée COPEX 1974-76, l’éducation de l’enfance en difficulté d’adaptation et d’apprentissage au Québec. Québec, QC: Gouvernement du Québec.

• Ministère de l’Éducation du Québec. (1979). L’école québécoise. Énoncé de politique et plan d’action. Québec, QC: Gouvernement du Québec.

• Ministère de l’Éducation du Québec. (1993). L’organisation des activités éducatives au préscolaire, primaire et au secondaire. Québec, QC: Gouvernement du Québec.

• Ministère de l’Éducation du Québec. (1999). Une école adaptée à tous ses élèves : Politique de l’adaptation scolaire. Québec, QC: Gouvernement du Québec.

• Ministère de l’Éducation du Québec. (2000). Élèves handicapés ou élèves en difficulté d’adaptation ou d’apprentissage (EHDAA). Québec, QC: Gouvernement du Québec.

• Ministère de l’Éducation du Québec. (2003a). Les difficultés d’apprentissage à l’école. Cadre de référence pour guider l’intervention. Québec, QC: Gouvernement du Québec.

• Ministère de l’Éducation du Québec. (2003b). Agir ensemble pour mieux soutenir les jeunes. Québec, QC: Gouvernement du Québec.

• Ministère de l’Éducation du Québec. (2005). Participation des parents à la réussite éducative des élèves du primaire. Guide d’accompagnement à l’intention du personnel scolaire. Québec, QC: Gouvernement du Québec.

• Ministère de l’Éducation du Québec. (2006). Organisation des services éducatifs aux élèves à risque et aux élèves handicapés ou en difficulté d’adaptation et d’apprentissage. Québec, QC: Gouvernement du Québec.

• Ministère de la santé et des services sociaux. (1988). L’intégration des personnes présentant une déficience intellectuelle : Un impératif humain et social. Québec, QC: Gouvernement du Québec.

• Ministère de la santé et des services sociaux. (1995). L’Accueil du plan d’intervention : sensibilisation à la nécessité et à l’importance de la transmission et de l’utilisation adéquates du plan d’intervention à l’égard de la famille d’accueil pour chaque enfant placé. Direction générale de la coordination régionale. La direction générale de la coordination régionale. Québec, QC: Gouvernement du Québec.

• More, C. M. et Hart Barnett, J. E. (2014). Developing individualized IEP goals in the age of tech- nology: Quality challenges and solutions. Preventing School Failure: Alternative Education for Children and Youth, 58(2), 103-109.

• More, C. M. et Hart J. E. (2013).  Maximizing the use of electronic individualized education program software. Teaching Exceptional Children, 45(6) 24-29.

• Morgan, D. (1981). Characteristics of a quality IEP. Education Unlimited, 3(3), 12- 17.

• Morgan, D. (1982). Parent Participation in the IEP process: Does it enhance appropriate education? Exceptional Education Quarterly, 3(2), 33-40.

• Morgan, D. et Rhode G. (1983). Teachers’ attitudes toward IEP’s: A two-year follow-up. Exceptional Children, 50(1), 64-67. 

• Morningstar, M. E., Turnbull, A. P. et Turnbull, H.R. (1995). What do students with disabilities tell us about the importance of family involvement in the transition from school to adult life? Exceptional Children, 62(3), 249-260.

• Morrissey, P. A. et Safer, N. (1977). Implication for special education: The individualized education program. Viewpoints, 53(2), 31-38.

• Myara, N. (2012). Cahier de charges fonctionnel pour la conception et l’évaluation des plans d’intervention. (Thèse de doctorat inédite). Université de Montréal, Montréal, QC.

• Myara, N. (2013). Sélectionner et formuler des objectifs mesurables et observables. Vivre le primaire. 26(2), 20 – 22. 

• Myara, N. (2014). Engager les parents à participer à l’élaboration, la mise en œuvre et la révision du plan d’intervention de leur enfant. Vivre le primaire. 27(1), 24-25.

• Myara, N. (2018). Recension des écrits sur les plans d’intervention (PI) scolaires dans une perspective historique et évolutive. Revue des sciences de l’éducation McGill. Québec.

• Myara, N. (2018). Analyser, évaluer et améliorer les plans d’intervention. Revue de la déficience intellectuelle, Québec.

N

• National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.

• Noonan, P. M., Morningstar, M. E., & Erickson, A. (2008). Improving interagency collaboration. Effective strategies used by high performing local districts and communities. Career Development for Exceptional Individuals, 31, 132-143.

• Notari, A. R. (1988). The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children. Dissertation Abstracts International, 49(07), 1767A. (University Microfilms No. AAT88-14193) 

• Notari, A. R. et Bricker, D. D. (1990). The utility of a curriculum-based assessment instrument in the development of individualized education plans for infants and young children. Journal of Early Intervention, 14(2), 5-11.

• Notari, A. R. et Drinkwater, S. G. (1991). Best practice for writing child outcomes: An evaluation of two methods. Topics in Early Childhood Special Education, 11(3), 92-106.

• Notari-Syverson, A. R. et Schuster, S. L. (1995). Putting real life skills into IEP/IFSPs for infants and young children. Teaching Exceptional Children, 27, 29–32.

O

• Ocker, R. J., & Yaverbaum, G. J. (1999). Asynchronous computer-mediated communication versus face-to-face collaboration: Results on student learning, quality, and satisfaction. Group Decision and Negotiation, 8, 427–440. doi:10.1023/A:1008621827601

• Odom, S. L., & Bailey, D. (2001). Inclusive preschool programs: Classroom ecology and child outcomes. In Guralnick, M. J. (Ed.), Early childhood inclu­sion: Focus on change (pp. 253–276). Baltimore, MD: Brookes. 

• Office of Special Education and Rehabilitative Services U.S. Department of Education. (2000). A guide to the Individualized Education Program. Repéré à http://www.ed.gov/pubs/edpubs.html

• Office of Special Education and Rehabilitative Services U.S. Department of Education. (2005). A decision framework for IEP teams related to methods for individual student participation in state accountability assessments. Repéré à http://www2.ed.gov/admins/lead/speced/toolkit/iep-teams.doc.

P

• Pearson, S. (2000). The relationship between school culture and IEPs. British Journal of Special Education, 27(3), 145-149.

• Pinsonneault, A., & Caya, O. (2005). Virtual teams: What we know, what we don’t. International Journal of e-Collaboration, 1(3), 1–16. Poirier, N. et Goupil, G. (2011). Étude descriptive sur les plans d’intervention pour des élèves ayant un trouble envahissant du développement. McGill Journal of Education, 46(3), 459-472.

• Poling, C. (2005). Blog on: Building communication and collaboration among staff and students. Learning and Leading with Technology, 32(6), 12–15.

• Pretti-Frontczac, K. et Bricker, D. (2000). Enhancing the quality of individualized education plan (IEP) goals and objectives. Journal of Early Intervention, 23(2), 92-105.

• Price, N. et Goodwin L. (1980). Individualized education programs: A cost study. Exceptional Children, 46, 446-454.

• Proulx, J. et Richard, D. (1991). Plan d’intervention en aide à l’apprentissage: de l’étude à l’action. Collège de Trois-Rivières, Trois-Rivières, Québec.

• Pyecha, J. (1980). A national survey of individualized educational programs (IEPS) for handicapped children. Vol. 1: Executive summary. Final report. Washington, DC: Office of Special Education. (ERIC Document Reproduction Service No. ED 199 970)

R

• Rakap, S. (2015). Quality of individualized education program goals and objectives for preschool children with disabilities. European Journal of Special Needs Education, 30(2), 173-186.

• Riddell, S., Kane, J., Banks, P., Wilson, A., Baynes, A., Dyson, A. et al. (2002). Individualized educational programmes. Part II: Raising the attainment of pupils with special educational needs. Journal of Research in Special Educational needs, 2(3).

• Rock, M. (2000). Parents as equal partners: Balancing the scales in IEP development. Teaching Exceptional Children, 32(6), 30-37. Rodger, S. (1995). Individual education plans revisited: A review of the literature. International Journal of Disability, Development and Education, 42(3), 221-239.

• Rotter, K. (2014). IEP Use by general and special education teachers. SAGE Open, (April-June), 1-8. doi: 10.1177/2158244014530410

• Rowland, C. M., Quinn, E. D. et Steiner, S. A. M. (2015). Beyond legal: Crafting high-quality IEPs for children with complex communication needs. Communication Disorders Quarterly, 37(1), 53-62.

• Ruble, L., McGrew, A., Dalrymple, J., Lee, N. et Jung, A. (2010). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40, 1459-1470.

• Ruppar, A. L., & Gaffney, J. S. (2011). Individualized education program team decisions: A preliminary study of conversations, negotiations, and power. Research & Practice for Persons with Severe Disabilities, 36(1-2), 11-22. 

• Ryan, L. B. et Rucker, C. N. (1986). Computerized vs. non-computerized individualized education programs: Teachers’ attitudes, time, and cost. Journal of Special Education Technology, 8(1), 5-12..

S

• Salas, L. (2004). Individualized educational plan (IEP) meetings and Mexican American parents: Let’s talk about it. Journal of Latinos and Education, 3, 181-192. 

• Sanches-Ferreira, P. M., Lopes-dos-Santos, S. A., Santos, M. et Silveira-Maia, M. (2013). How individualized are the individualized education programs (IEPs): An analysis of the contents and quality of the IEPs Goals. European Journal of Special Needs Education, 28, 507-520.

• Savage, R. C. (2011). Developing Functional Individual Education Plans (IEPs) for Students with Acquired Brain Injuries. Repéré à  http://www.tbi.org/library/hyml/devloping_functional_ieps.html.

• Serfass, C. et Peterson, R. L. (2007). A guide to computer-managed IEP record systems. Teaching Exceptional Children, 40, 16–21.

• Shaddock, A. J. et Bramston, P. (1991). Individual service ^lans: The policy – practice gap, Australia and New Zealand. Journal of Developmental Disabilities, 17(1), 73-80. 

• Schenck, S. J. (1979). An analysis of IEP’s for LD youngsters. Journal of Special Education, 3(1), 221-223.

• Schenck, S. J. (1980). The diagnostic / instructional link in individualized education programs. The Journal of Special Education, 14(3), 337-345.

• Schenck, S. J. et Levy William, K. (1979). IEP’s: The state of the art – 1978. ED175201 – microfiche.

• SENCo-Forum. (2001). When is an IEP worth the paper it is written on? British Journal of Special Education, 28(1), 45-46.

• SENCo-Forum. (2002). What is ‘additional and different’ about IEPs? British Journal of Special Education, 29 (4), 204.

• Shinn, M. R. et Shinn, M. M. (2000). Writing and evaluating IEP goals and making appropriate revisions to ensure progress and participation in the general curriculum. Dans C. Telzrow & M. Tankersley (dir.), IDEA Amendments of 1997: Practice guidelines for school-based teams (p. 351-382). Bethesda, MD: National Association of School Psychologists.

• Shriner, J. G., Carty, S. J., Rose, C. A., Shogren, K. A., Kim, M. et Trach, J. S. (2013). Effects of using a web-based individualized education program decision-making tutorial. The Journal of Special Education, 47, 175-185. 

• Shriner, J. G. et DeStefano, L. (2003). Participation and accommodation in state assessment: The role of individualized education programs. Exceptional Children, 69, 147-161.

• Siegel, E. et Allinder, R. M. (2005). Review of assessment procedures for students with moderate and severe disabilities. Education and Training in Developmental Disabilities, 40, 343-351.

• Sigafoos, J., Elkins, J., Couzens, D., Gunn, S., Roberts, D. et Kerr, M. (1993). Analysis of IEP goals and classroom activities for children with multiple disabilities. European Journal of Special Needs Education, 8, 99-105.

• Sigafoos, J., Kigner, J., Holt, K., Doss, S. et Mustonen, T., (1991). Improving the quality of written developmental policies for adults with intellectual disabilities. The British Journal of Mental Subnormality, 37(72), 35-46.

• Smith, S. W. (1990a). Comparison of individualized education programs (IEPs) of students with behavioral disorders and learning disabilities. The Journal of Special Education, 24(1), 85-99.

• Smith, S. W. (1990b). Individualized education programs (IEPs) in special education from intent to acquiescence. Exceptional Children, 57(1), 5-14.

• Smith, S. (2000). Creating useful individualized education programs (IEPs). ERIC Digest #E600. Repéré à http://www.davidsongifted.org/db/Articles_print_id_10190.aspxSmith, S. W. et Brownell, M. T. (1995). Individualized education program: Considering the broad context of reform. Focus on Exceptional Children, 28(1), 1-10.

• Smith, S. W. et Kortering, L. J. (1996). Using computers to generate IEPs: rethinking the process. Journal of Special Education Technology, 8(2), 81-90.

• Smith, S. W. et Simpson, R. L. (1989). An Analysis of individualized education programs (IEPs) for students with behavioral disorders. Behavioral Disorders, 14, 107–116.

• Snell, M. E. (1983). Implementing and monitoring the IEP: Intervention strategies. In M. E. Snell Systematic instruction of the moderately and severely handicapped (2nd Ed.) p. 113-145. Columbus. OH.

• Spellman, R. T. (1989). An investigation of teachers’ effectiveness in preparing the individualized educational plan (IEP) as mandated by Public Law 94-142. (Thèse de doctorat inédite). New York University, NY, NY.

• Spillane M. M. (1990). IEP quality: Changes observed following a period of staff training and form revision. (Mémoire de maîtrise inédit). Université de Nebraska, Omaha, NE.

• Stecker, P.M. (2007). Monitoring Student Progress in Individualized Educational Programs using Curriculum-Based Measurement; National Center on Student Progress Monitoring; Clemson University, Etats-Unis

• Stephen, S. W. et  Kortering, L. J., (1996). Using computers to generate IEPs: rethinking the process. Journal of Special Education Technology, 13(10), 81-90.

• Stephenson J. et Carter M. (2015). Improving education planning for students with severe disabilities: an evaluation of school-based professional learning. Australasian Journal of Special Education, 39 (1), p.2-14. 

• Stroggilos, V. et  Xanthacou, Y. (2006). Collaborative IEPs for the education of pupils with profound and multiple learning difficulties. European Journal of Special Needs Education, 21(3), 339-349.

• Supreme Education Council. (2009). Policy Statement Meeting the Needs of Students with Learning Difficulties: Students with Learning Problems and Students with Specific Learning Difficulties. Retrieved from: http://www.edu.gov.qa/CS/Additional_Education/AE_English.pdf

• Sweeney, M. A. (1997). The effects of self-determination training on student involvement in the IEP process. (Thèse de doctorat inédite). Université de l’État de Floride. Tallahassee, FL.

T

• Tennant, G. (2007). IEPs in mainstream secondary schools: an agenda for research. Support for Learning, 22(4), 204-208.

• Test, D. W., Mazzotti, V. L., Mustian, A.L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160-181. 

• Thompson, S. J., Thurlow, M. L. Quenemoen, R. F., Esler, A. et Whetstone, P. (2001). Addressing standards and assessments on state IEP forms. Synthesis report 38. Minneapolis, MN: University of Min- nesota, National Center on Educational Outcomes. Repéré à https://files.eric.ed.gov/fulltext/ ED454682.pdf

• Thomson, K., Bachor, D. et Thomson, G. (2002). The development of individualized educational programmes using a decision-making model. British Journal of Special Education, 29(1), 37-43.

• Thomson, S. J., Thurlow M. L., Esler A. et Whetstone P. J., (2001). Addressing standards and assessments on the IEP. Assessment for Effective Intervention, 26, 77-84

• Tod, J. (1999). IEPs: Inclusive educational practices? Support for Learning, 14(4), 184-188.

• Toran, H., Yasin, M. H. M., Chiri, F. et Tahar, M.M. (2010). Monitoring progress using the individual education plan for students with autism. Procedia Social and Behavioral Sciences, 7, 701–706.

• Torgerson, C. W., Miner, C. A. et Shen, H. (2004). Developing student competence in self-directed IEPs. Intervention in School and Clinic, 39(3), 162-167.

• Torres, S. (1977). A primer on individualized education programs for handicapped children. Council for Exceptional Children. 

• Tottle, J. L. (1998). A case study of educators understanding and use of individualized program plans. (Mémoire de maîtrise inédit). Université de Calgary, Calgary, AB.

• Tracy, A. et Maroney, D. (2000). Getting the most out of IEP meetings. The Exceptional Parent, 30(6), 70.

• Trollinger, G. et Slavkin, R. (1999). Purposeful E-mail as stage 3 technology: IEP goals online. Teaching Exceptional Children,32(1), 10-15.

• Tribunal des droits de la personne (2009). Commission des droits de la personne et des droits de la jeunesse c. Commission scolaire des Phares, QCTDP 19 (CanLII). Repéré à http://canlii.ca/t/26x8g.

• Turnbull, A. P. et Leonard, J. (1980). Parent involvement in special education: emerging advocacy roles. School Psychology Review,10, 37-44. 

• Turnbull, A. P. et Turnbull, H. R. (1982). Parent involvement in education of handicapped children: A critique. Mental Retardation, 20(3), 115-122. 

• Turnbull, A., Turnbull, R. Erwin, E., & Soodak, L. (2006). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (5th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.

• Turnbull, A., Turnbull, R., Erwin, E., Soodak, L., & Shogren, K. (2014). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (7th ed). New York, NY: Pearson. 

• Turnbull, K. K. et Hughes, D. L. (1987). A pragmatic analysis of speech and language IEP confer- ences. Language, Speech, and Hearing Services in the Schools, 18, 275-286.

• Turner, M. D., Baldwin, L., Kleinert, H. L. et Farmer, J. (2000). The relation of a statewide alternate assessment for students with severe disabilities to other measures of instructional effectiveness. The Journal of Special Education, 34, 69-76. doi:10.1177/002246690003400202

U

• Underwood, K. (2010). Involving and engaging parents of children with IEPs. Exceptionality Education International, 20(1), l8-36.

• U. S. Department of Education. (2019). Index of OSEP Policy Documents on the Education of Infants, Toddlers, Children and Youth with Disabilities. Retrieved from: https://www2.ed.gov/policy/speced/guid/idea/index.html 

V

• Van Dycke, J. L. (2005). Determining the impact of the self-directed IEP instruction on secondary IEP docu- ments. (These de docotoat inédite). University of Oklahoma, Norman, OK.

• Van Dycke, J. L., Martin, J. E. et Lovett, D. L. (2006). Why is this cake on fire? Inviting students into the IEP process. Teaching Exceptional Children, 38, 42-47.

• Vannest, K. J., Burke, M. D., Payne, T. E., Davis, C. R. et Soares, D. A. (2011). Electronic progress monitoring of IEP goals and objectives. Teaching Exceptional Children, 43, 40-51.

• Venditti, R. (2005). Intégration scolaire des élèves handicapés par une déficience intellectuelle et droit à l’égalité (Mémoire de maîtrise inédit.) Université de Montréal, Montréal, QC.

• Vérificateur Général du Québec (2004). Rapport à l’assemblée nationale pour l’année 2003-2004 Tome I, Aide aux élèves en difficulté. Québec, QC : Gouvernement du Québec.

• Vermont Department of Education, (2001). Guidelines for Making Decisions About I.E.P. Services. Repéré à http://www.state.vt.us/uduc/Cses/sped/main.htm.

W

• Wagner, M., Newman, L., Cameto, R., Javitz, H. et Valdes, K. (2012). A national picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23, 140-155. doi:10.1177/1044207311425384

• Walsh, J. (2001). Getting the « big picture » of IEP goals and state standards. Teaching Exceptional Children, 33(5), 18-26. 

• Watts, E. H., O’Brian, M. et Wojcik, B. W. (2004). Four models of assistive technology consider- ation: How do they compare to recommended educational assessment practices? Journal of Special Education Technology, 19(1), 43-56.

• Weisenfeld, R. B. (1987). Functionality in the IEPs of children with Down Syndrome. Mental Retardation, 25, 281-286.

• Wilhovsky, E. P. (2003). Communicating IEP goal progress to parent. (Mémoire de maîtrise inédit). Université de San Marcos, Lima, Peru.

• Wilson, G. L., Michaels, C. A. et Margolis, H. (2005). Form versus function: Using technology to develop individualized education programs for students with disabilities. Journal of Special Education Technology, 20(2), 37-46.

• Wood, W. M. et Karvonen, M. (2004). Promoting student self-determination skills in IEP planning. Teaching Exceptional Children, 36(3), 8-16. 

• Wright, W. D. et Wright, P. D. (2006). Smart IEPs. From emotions to advocacy: The special education survival guide (2e éd.). Hartfield, VA: Harbor House Law.

• Wright, W. D., Wright, P. et O’Connor, S. W. (2009). All About IEPs. Hartfield, Virginia: Harbor House Law Press inc.

Y

• Yales, J. L. (2016). Creating and maintaining collaborative working relationships: understanding parent perspectives of collaboration during individualized education program (IEP) meetings. Dissertation California State Polytechnic University, Pomona. Thèse de doctorat.    

• Yell, M. L. et Drasgow, E. (2010). The continuing influence of the law in special education. Excep- tionality, 18, 107-108.

• Yell, M. L., Katsiyannis, A., Ryan, J. B., Mcduffie, K. A. et Mattocks, L. (2008). Ensure compliance with the individuals with disabilities education improvement act of 2004. Intervention in School and Clinic, 44, 45-51. 

• Yell, M. L. et Stecker, P. M. (2003). Developing legally correct and educationally meaningful IEPs using curriculum-based measurement. Assessment for Effective Intervention, 28, 73-88.

• Yoshida R., Fenton K., Kaufman M. J., & Maxwell. J. P. (1978). Parental involvement in the special education pupil planning process: The school’s perspective. Exceptional Children, 44, 531-533.

• Ysseldyke, J. E. et Algozzine, B. (1982). Critical issues in special and remedial education. Boston, MA: Houghton Mifflin.

• Ysseldyke, J.E., Algozzine, B. et Thurlow, M. (1992). Critical issues in special and Remedial Education. Boston, MA: Houghton Mifflin.

Z

• Zeitlin, V. M. et Curcic, S. (2013). Parental voices on individualized education programs: “Oh, IEP meeting tomorrow? Rum tonight!” Disability & Society, 29, 372-387.