scholarly journals Individualized Education Program Team Members’ Perceptions of Music Therapy: An Interpretivist Investigation

2021 ◽  
Author(s):  
Rebecca West ◽  
Amy Furman ◽  
Michael J Silverman
Keyword(s):  
Music Therapy ◽  
Education Program ◽  
Individualized Education Program ◽  
Structured Interview ◽  
Future Research ◽  
Educational Settings ◽  
Individualized Education ◽  
Music Therapists ◽  
Team Members ◽  
Iep Team

Abstract Although music therapists are often members of the Individualized Education Program (IEP) team in educational settings, there is a lack of research exploring IEP members’ perceptions of music therapy. The purpose of this interpretivist study was to understand the perceptions IEP team members have of music therapy in educational settings; 8 professionals from a single school district who had experience working with music therapists as part of the IEP team participated in an individual semi-structured interview. We used in-vivo coding, an inductive approach to thematic analysis, and member and peer checking. We identified 3 themes: (1) Music Therapy Is Beneficial and Unique, (2) Communication With the Music Therapist is Essential, and (3) Additional Access, Education, and Advocacy Are Needed. These themes were supported by 8 subthemes. Participants identified the relevance and integral role of music therapy in addition to the unique contributions music therapists had as part of the IEP team. Moreover, participants highlighted the importance of communication, continued education for IEP team members, and the need for additional access to music therapy services. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.

Mothers' Perceptions of Satisfaction, Trust, and Power in the Individualized Education Program Process

Inclusion ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 247-262
Author(s):  
Belkis Choiseul-Praslin ◽  
Malarie E. Deardorff ◽  
Kristopher Hawk Yeager
Keyword(s):  
Students With Disabilities ◽  
Education Program ◽  
Individualized Education Program ◽  
Individualized Education ◽  
School Partnerships ◽  
Team Members ◽  
Iep Meeting ◽  
Iep Process ◽  
Education Act ◽  
Iep Team

Abstract Parent involvement in the development of an individualized education program (IEP) is a foundational tenet of the Individuals With Disabilities Education Act (IDEA). Unfortunately, mothers, the parent most likely to attend the IEP meeting, often report negative perceptions and even feelings of disillusion with the IEP process. Including mothers as equal members of the IEP team is crucial to student success, especially for students with intellectual and developmental disabilities (IDD). To determine the extent of mothers' satisfaction, trust, and perception of the power of the IEP process, we surveyed 929 mothers of students with disabilities. Survey results indicate mothers are neither overly satisfied nor dissatisfied with the process, but almost always perceive an imbalance of power between IEP team members. A high percentage of mothers reported experiences with bullying, coercion, and shame. The findings suggest that more efforts are needed to empower mothers during the IEP process and improve parent-school partnerships.

Simulated Individualized Education Program Meetings: Valuable Pedagogy Within a Preservice Special Educator Program

2018 ◽  
Vol 42 (3) ◽  
pp. 209-226 ◽  
Author(s):  
Tracy Gershwin Mueller ◽  
Aimee Massafra ◽  
Jason Robinson ◽  
Lori Peterson
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Education Program ◽  
Qualitative Interviews ◽  
Individualized Education Program ◽  
Future Research ◽  
Individualized Education ◽  
Iep Meeting ◽  
The Social ◽  
Iep Team

Research about Individualized Education Program (IEP) meeting outcomes indicates special educators are unprepared and uncertain about practices designed to encourage meaningful IEP team participation. In response to these challenges, we crafted a simulated IEP (SIEP) project for preservice special education teachers as part of their licensure program. Using research-based simulation guidelines, preservice special education teachers were required to prepare, participate, and debrief with IEP team member volunteers and professors about the process. To evaluate the social validity of the SIEP project, we conducted qualitative interviews with 60 graduates of the program. Findings revealed five major themes that highlight value in the experience, including (a) valuable preparation for the future, (b) practical application of educational theory, (c) a safe space to learn and make mistakes, (d) real-world practice collaborating as a team, and (e) an opportunity to gain meaningful feedback. Following the presentation of themes, we discuss implications for practice and future research.

scholarly journals An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration

2017 ◽  
Vol 42 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Tracy Gershwin Mueller ◽  
Anna Moriarity Vick
Keyword(s):  
Problem Solving ◽  
Education Program ◽  
Individualized Education Program ◽  
Future Research ◽  
Professional Collaboration ◽  
Foster Family ◽  
Individualized Education ◽  
Iep Meeting ◽  
Team Planning ◽  
Parking Lot

There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family–professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their experiences with the process. Findings reveal five meeting procedures that encourage active team planning, collaboration, and problem solving between families and professionals, including premeeting with families, establishing and following a meeting agenda, using meeting norms, utilizing a parking lot for off-topic issues, and visual charting for graphic support during team discussion and problem solving. In this article, the authors present the implications of these procedural practices as a promising structure for IEP meetings that can be used by professionals to collaborate and involve families throughout the IEP meeting process. Implications for future research are also discussed.

Predictors of Participant Perceptions of Facilitated Individualized Education Program Meeting Success

2018 ◽  
Vol 29 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Samantha E. Goldman ◽  
Carolyn Q. Mason
Keyword(s):  
Education Program ◽  
Multilevel Models ◽  
Individualized Education Program ◽  
School Staff ◽  
Individualized Education ◽  
Team Members ◽  
Individual Participant ◽  
Procedural Safeguards ◽  
Feedback Data ◽  
Perceived Outcomes

Facilitated Individualized Education Program (FIEP) meetings present one option for early, alternative dispute resolution in special education. Although it has been suggested that this process may be useful in resolving disputes and improving relationships, these hypotheses have not been directly addressed. In this study, we used individual participant feedback data collected by a northwestern state over a 2-year period to answer the following research questions: (a) What are the perceived outcomes of FIEP meetings in terms of agreement, reduced future use of procedural safeguards, and improved relationships between school staff and family? and (b) What are the predictors of these positive participant perceptions of the outcomes of FIEP meetings? We found that respondents perceived FIEP meetings to be successful, with more than half of respondents reporting an outcome of full agreement by all team members, 44% reporting reduced future use of procedural safeguards, and 42% reporting an improved relationship between school staff and family following the meeting. Using multilevel models, we found that perceived facilitator quality was a significant predictor of all three positive outcomes, even after controlling for significant meeting characteristics such as region and year. Given these initial findings, we also provide implications for research, practice, and policy.

Individualized Education Program (IEP) Team

2013 ◽  
pp. 1574-1574
Author(s):  
Michael B. First ◽  
Elizabeth Spencer ◽  
Elizabeth Spencer ◽  
Sander Begeer ◽  
Brynn Thomas ◽  
...  
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Individualized Education ◽  
Iep Team

An Analysis of Legal Hearings and Cases Related to Individualized Education Programs for Children with Autism

2003 ◽  
Vol 28 (2) ◽  
pp. 51-69 ◽  
Author(s):  
Susan Etscheidt
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Children With Autism ◽  
Complex Task ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Team Members ◽  
Judicial Decisions ◽  
Students With Autism

Developing appropriate programs for students with autism has been an increasingly complex task for parents, schools, and other stakeholders. Parents of students with autism have challenged the appropriateness of proposed school district programs, and these disputes represent the fastest growing and most expensive area of litigation in special education. In this article, 68 hearings and cases were reviewed. The article discusses the outcomes of administrative and judicial decisions related to appropriate programs for children with autism. Three primary factors were identified: Individualized education program (IEP) goals must be matched to evaluation data, IEP team members must be qualified to develop programs, and the methodology selected must be able to assist the students in achieving identified IEP goals. Implications for school teams are discussed.

Are Students with Mathematics Learning Disabilities Receiving a FAPE?: Insights from a Descriptive Review of Individualized Education Program Plans

2019 ◽  
Author(s):  
Brittany L. Hott ◽  
Joshua M Pulos ◽  
Tiffany K. Peltier ◽  
Corey Peltier
Keyword(s):  
General Education ◽  
Secondary Students ◽  
Education Program ◽  
Mathematics Learning ◽  
Individualized Education Program ◽  
The United States ◽  
Future Research ◽  
Individualized Education ◽  
Behavioral Skills ◽  
Independent School Districts

Students with mathematics learning disability (MLD) are entitled to a free and appropriate public education (FAPE) and related services as outlined by their Individualized Education Program (IEP). The IEP provides a roadmap for educators to follow to enhance in-school and post-school outcomes. This study explored the IEPs of secondary students with MLD, enrolled in grades 6-12, attending 15 rural independent school districts in the southeast part of the United States. Results suggest secondary students with MLD have needs in (a) calculation; (b) fractions, decimals, and percentages; (c) functional mathematics; (d) reading, and (e) social and behavioral skills; yet, 70% of IEPs reviewed only included instruction in the general education setting, without specialized services. IEPs included a variety of accommodations but few goals facilitating access to grade level content or special education services to support specialized instruction to meet goals. Implications for practice, limitations, and implications for future research are discussed.

scholarly journals Exploring How the Functioning of IEP Teams Online Meets the Needs of Students with Disabilities

2021 ◽  
Author(s):  
Susan L. Sharp
Keyword(s):  
Special Education ◽  
Academic Success ◽  
Students With Disabilities ◽  
Education Program ◽  
Online Survey ◽  
Individualized Education Program ◽  
Second Phase ◽  
Structured Interviews ◽  
Individualized Education ◽  
Iep Team

Students with disabilities (SWD) are participating in supplemental online programs (SOP) and through the provisions of special education must receive specialized instruction to meet their academic potential. These students have a group of individuals, including educators, specialists, school leaders, and their own parents, collaborating to implement learning accommodations for them to support their academic success. This group is known as the Individualized Education Program Team (IEP Team). Without accommodations to the learning environment and to their learning activities, the academic achievement of SWD may be adversely impacted. The IEP Team must collaborate to create an effective Individualized Education Program (IEP) that is specially designed for their target student in the student’s current educational placement. Special Education Directors (SED) are central to the functioning of IEP Teams as they support SWD in SOP. This relationship, and the resulting provision of special education services, has not been thoroughly researched. The purposes of this mixed methods study were to identify the needs of SWD in SOP, to identify the processes used by IEP Teams to support SWD in SOP, and to determine how those processes meet the needs and support SWD in SOP. The first phase of research was a quantitative online survey of SED followed by a second phase of qualitative semi-structured interviews of selected participants which more fully elucidated current student needs and IEP Team processes that address those needs and support these students. Findings include a confidence in the established IEP Team process and in special education staff, concerns over the ability of special education staff to support or accommodate SWD in online courses, the perception that the needs of SWD in online educations settings are different than those in face-to-face settings, the perception that the SED give significant guidance to IEP Teams while allowing them independent function, and the use of the Covid-19 related increase in online learning to identify ways to better serve SWD online. This research suggests IEP Teams return to the IEP Team meeting and to the familiar process through which to do the requisite work to support SWD in online educational settings.

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