Parent Handbook for Individualized Education Program [English with Chinese translation]
Yun-Ching Tsou Lin
This handbook was written for parents of children with disabilities to use in participating in the rehabilitation process, and the process of developing the student's Individualized Education Plan (IEP) in particular. The text is written in English with a Chinese translation. It addresses aspects of traditional Chinese culture that may hamper parents working with education officials on behalf of children with disabilities. Common questions about the IEP process are answered, including funding issues, due process, and aspects of the written IEP document. The rights of the parent and child in the IEP process are outlined, as are questions of language interpretation and translation. Appendices include complete sample IEP documents for several children,sample letters for parents to use in contacting other IEP participants, lists of Parent Training and Information Centers, and a glossary of English terms and phrases explained in Chinese.
Yun-Ching Tsou Lin. Parent Handbook for Individualized Education Program [English with Chinese translation] (1996). Beach Center on Disability: Lawrence, KS.
Sponsoring Agency: Beach Center on Disability
Reading Level: Easy
Formats Available: Printed Material
(Available full text on the CLAS web site, no longer avaible from the Beach Center )
Beach Center on Disability
University of Kansas
Phone: (913) 864-7600Email: firstname.lastname@example.org
Fax: (913) 864-7605
Languages Available: English/Chinese, Spanish
Intended User Audience:
This handbook was written primarily for Chinese-speaking parents and family members of children with disabilities. It may be useful for faculty trainers, paraprofessionals, and pre-service students in special education. It provides an introductory level of information about the IEP and parent involvement in the IEP process.
The handbook was written mainly for Chinese-speaking parents who reside in the U.S. However, it can also benefit English-speaking parents who have a limited understanding of the IEP process, because this handbook was written in both English and Chinese.
This handbook was written by the author when she was pursuing her masterís degree at the University of Kansas. She was assisted in typing in Chinese by her sister Yun-Hsia Tsou and her friend Lan-June Chou. The author, a bilingual special educator originally from Taiwan, did the writing and translation herself.
After the handbook was developed with the aid from the Beach Center on Families and Disabilities the author sent out copies of the handbook with surveys to Chinese-speaking as well as English-speaking families in agencies in Washington, Texas, and Georgia. About 60% of the evaluators were Chinese-speaking families and 40% were English- speaking. The feedback was mostly positive. Respondents said that the handbook was clearly readable. Also some families made some suggestions; for example, the vocabulary list was added based on the feedback.
As of 1998, 33 copies had been sold. Information on the scope of distribution is not known yet.
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