The Early Childhood Technical Assistance Center

Improving Systems, Practices and Outcomes

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Key Preschool Principles and Practices Underlying the IEP Process

Photograph: A preschool-aged boy rides a tricycle through a playground. (Photograph by Alex Lazara)

A NECTAC-convened workgroup of diverse stakeholders (researchers, higher education faculty, state policy makers, regional and local program administrators, family representatives, service providers, and technical assistance providers) engaged in a consensus process to articulate principles for the IEP Process that support family participation, inclusive practices and positive outcomes for preschool children with disabilities. They also developed a companion document on practices. A list of the workgroup participants is included in each of the documents. The Developing High-Quality, Functional IFSP Outcomes and IEP Goals Training Package (2012) incorporates these resources.

Key Principles Underlying the IEP Process: Supporting Family Participation, Inclusive Practices and Positive Outcomes for Preschool Children with Disabilities (2012), Workgroup on Principles and Practices for the IEP Process
Key Practices Underlying the IEP Process: Supporting Family Participation, Inclusive Practices, and Positive Outcomes for Preschool Children with Disabilities (2012), Workgroup on Principles and Practices for the IEP Process

Early Childhood Technical Assistance Center

CB 8040
Chapel Hill, NC 27599-8040
phone: 919.962.2001
fax: 919.966.7463
email: ectacenter@unc.edu

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.