Effects of the “I Can Use Effort” Strategy on Quality of Student Verbal Contributions and Individualized Education Program Participation With Third- and Fourth-Grade Students With Disabilities

2009 ◽  
Vol 31 (3) ◽  
pp. 184-194 ◽  
Author(s):  
Melia H. Neale ◽  
David W. Test
Keyword(s):  
Students With Disabilities ◽  
Education Program ◽  
Individualized Education Program ◽  
Fourth Grade ◽  
Program Participation ◽  
Individualized Education ◽  
Fourth Grade Students

scholarly journals THE INVESTIGATION OF QUALITY INDICATORS OF INDIVIDUALIZED EDUCATION PLAN PREPARED IN PUBLIC SCHOOLS

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Riza Özdemir ◽  
Buket Kisaç ◽  
Emre Ünlü ◽  
Gamze Kaplan
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Education System ◽  
Education Program ◽  
Descriptive Analysis ◽  
Critical Role ◽  
Individualized Education Program ◽  
Evaluation Tool ◽  
Individualized Education

<p>Individualized Education Program (IEP) is an important element in the Turkish Education system since it aims students with disabilities to get a systematic, measurable and on point education. Thus, preparation, implementation, and evaluation of the IEP play a critical role for students with disabilities, their parents, and professionals. Researchers conducted studies and provided suggestions to improve the quality of IEPs. However, in the literature, there was not any evaluation tool for the IEP. The purpose of this study is to create an evaluation tool for IEPs, and based on this tool, to measure the quality of prepared IEPs in Turkey. In this study, descriptive analysis was used. The findings demonstrated serious deficiencies in the components of IEPs. Based on that, the researchers provided suggestions to enhance the quality of IEPs.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0688/a.php" alt="Hit counter" /></p>

Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs

2021 ◽  
Vol 59 (4) ◽  
pp. 283-294
Author(s):  
Jennifer A. Kurth ◽  
Elissa Lockman-Turner ◽  
Kathryn Burke ◽  
Andrea L. Ruppar
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Social Inclusion ◽  
Individualized Education Program ◽  
Severe Disabilities ◽  
Support Needs ◽  
Individualized Education ◽  
General Education Curriculum ◽  
K 12

Abstract Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s–1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications for ensuring individualization and goals reflecting skills needed for the 21st century.

scholarly journals Quality of Individualized Education Program Goals of Preschoolers With Disabilities

2010 ◽  
Vol 23 (3) ◽  
pp. 233-243 ◽  
Author(s):  
Tânia Boavida ◽  
Cecília Aguiar ◽  
R. A. McWilliam ◽  
Júlia Serpa Pimentel
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Individualized Education ◽  
Preschoolers With Disabilities

Assistive Technology for Students With Disabilities

2016 ◽  
Vol 31 (4) ◽  
pp. 183-194
Author(s):  
Susan Larson Etscheidt
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Education Program ◽  
Individualized Education Program ◽  
Case Law ◽  
Legal Analysis ◽  
Individualized Education ◽  
Legal Requirement ◽  
Disabilities Education Act ◽  
Education Act

Individualized Education Program (IEP) teams are required by the Individuals with Disabilities Education Act (IDEA) to consider a student’s need for assistive technology (AT). Despite this legal requirement, AT supports are often not available to students with disabilities. Many students with disabilities and their families have addressed the failure to consider and provide AT supports through litigation. The purpose of this article is to examine the case law pertaining to the assessment, selection, and provision of AT learning supports for students with disabilities. A legal analysis was conducted to determine litigation themes. Based on these results, several recommendations for IEP teams are proposed.

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.

scholarly journals PAUD Inklusif: Efikasi Diri dan Tingkat Literasi Guru Memengaruhi Kemampuan Merancang Individualized Education Program (IEP)?

2020 ◽  
Vol 6 (1) ◽  
pp. 1-14
Author(s):  
Yubaedi Siron
Keyword(s):  
Special Needs ◽  
Direct Effect ◽  
Education Program ◽  
Self Efficacy ◽  
Individualized Education Program ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Children With Special Needs ◽  
Individualized Education

The ability to create an Individualized Education Program (IEP) for inclusive Early Childhood Education (ECE) teachers is a matter that needs to be further studied. At present, there are still many teachers who still need to be prepared with sufficient knowledge to create a proper IEP. The ability to create an ideal IEP can be useful for teachers in the implementation of an ideal inclusive ECE. An ideal inclusive ECE can serve as an indicator of the quality of education of a nation. The objective of this research is to analyze the effect of teacher's self-efficacy and teacher's literacy on Education for Children with Special Needs on the ability to design an IEP. The study uses a path analysis involving 50 ECE teachers from 50 different schools in East Jakarta. This study applied a simple random sampling technique to involve teachers. The results of this study revealed: 1) There was no direct effect on teacher self-efficacy towards the ability to design an IEP; 2) There was a direct effect on teacher literacy towards the ability to make an IEP; 3) There was no direct effect on teacher's self-efficacy towards the teacher's literacy on Education for Children with Special Needs.

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.

Immigrant, Bilingual Parents of Students With Disabilities: Positive Perceptions and Supportive Dialogue

2018 ◽  
Vol 54 (1) ◽  
pp. 40-46 ◽  
Author(s):  
Gregory A. Cheatham ◽  
Sumin Lim-Mullins
Keyword(s):  
Students With Disabilities ◽  
Education Program ◽  
Individualized Education Program ◽  
Individualized Education ◽  
Iep Meetings ◽  
Effective Inclusion ◽  
Learning English

Parent-professional partnerships are essential for meaningful and effective inclusion of students with disabilities. Research indicates that partnerships with immigrant, bilingual parents can be challenging due in part to unrecognized parent skills and educators’ own everyday uses of English that can marginalize parents during individualized education program (IEP) meetings. However, teachers can reflect on and improve their assumptions about parents’ as well as use supportive dialogue during IEP meetings to support inclusion for students with disabilities who are learning English.

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