Aspirational Differences Between Students With and Without IEPs: Grades Earned Matter

2018 ◽  
Vol 41 (1) ◽  
pp. 40-49
Author(s):  
James Sinclair ◽  
V. Paul Poteat
Keyword(s):  
High School ◽  
High Schools ◽  
Postsecondary Education ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Research And Practice ◽  
Using Data

Using data from the 2015 Dane County Youth Assessment ( n = 12,886 students, 22 high schools), we identified disparities between students with Individualized Education Programs (IEP) and without IEPs across multiple post–high school aspirations. We identified significant IEP status × grades earned interactions in predicting students’ reported likelihood of pursuing post–high school placements. Higher reported average grades earned were more strongly associated with students’ greater reported likelihood of attending college/university for students without IEPs than for students with IEPs. Also, higher grades were associated with less likelihood of foregoing postsecondary education and only looking for a job for students without IEPs whereas this association was not significant for students with IEPs. Implications for research and practice are discussed.

Self-Determination and the Enrollment in and Completion of Postsecondary Education for Students With Disabilities

2016 ◽  
Vol 40 (4) ◽  
pp. 225-234 ◽  
Author(s):  
Stefania D. Petcu ◽  
M. Lee Van Horn ◽  
Karrie A. Shogren
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Psychological Empowerment ◽  
Secondary Analysis ◽  
Self Determination ◽  
Education Programs ◽  
Research And Practice ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

This study conducted a secondary analysis using data from the National Longitudinal Transition Study–2 (NLTS-2) to examine the degree to which three of the four essential characteristics of self-determination (autonomy, psychological empowerment, and self-realization) predict enrollment in, and completion of, postsecondary education programs for students with disabilities. Results suggest autonomy and psychological empowerment influence students’ enrollment in postsecondary education programs; higher levels of autonomy in females increase their odds of enrolling in a 4-year university; and students attending a rural school with higher levels of psychological empowerment are less likely to enroll in a 4-year university. Self-realization was the only characteristic that affected students’ completion of a postsecondary education program. Implications of the findings for research and practice are discussed.

Evaluation of Written Individualized Education Programs

1978 ◽  
Vol 45 (3) ◽  
pp. 207-208 ◽  
Author(s):  
Lee H. Andersen ◽  
Sandra L. Barner ◽  
Harry J. Larson
Keyword(s):  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education

Dressing Your IEPs for the General Education Climate Analysis of IEP Goals and Objectives for Students with Multiple Disabilities

1994 ◽  
Vol 15 (5) ◽  
pp. 288-296 ◽  
Author(s):  
MICHAEL F. GIANGRECO ◽  
RUTH E. DENNIS ◽  
SUSAN W. EDELMAN ◽  
CHIGEE J. CLONINGER
Keyword(s):  
General Education ◽  
Multiple Disabilities ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Climate Analysis ◽  
Goals And Objectives

THIS ARTICLE DESCRIBES CHARACTERISTICS OF INDIVIDUALIZED EDUCATION PROGRAMS (IEPS) OF 46 STUDENTS FROM NINE DIFFERENT STATES IN KINDERGARTEN THROUGH GRADE 12 WHO HAVE MULTIPLE DISABILITIES AND RECEIVE ALL OR PART OF THEIR EDUCATION IN GENERAL EDUCATION CLASSES. THROUGH CATEGORICAL CODING OF THE STUDENTS' IEP GOALS AND OBJECTIVES, SEVERAL THEMES WERE IDENTIFIED THAT HIGHLIGHT PROBLEMATIC CHARACTERISTICS OF IEPS. ALTERNATIVES ARE SUGGESTED THAT THE AUTHORS BELIEVE MAY MORE ADEQUATELY COMMUNICATE THE UNIQUE NEEDS OF INDIVIDUAL STUDENTS TO THEIR TEACHERS IN GENERAL EDUCATION CLASSES AND IMPROVE THE USEFULNESS OF IEPS.

Why Working Apart Doesn’t Work at All: Special Education and English Learner Teacher Collaborations

2018 ◽  
Vol 54 (1) ◽  
pp. 31-39
Author(s):  
Sara E. N. Kangas
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Students With Disabilities ◽  
English Learner ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Linguistic Development ◽  
Synergistic Relationships ◽  
Learning English

With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students’ academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies—cocreating individualized education programs and instituting consultations—special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English.

A System for Instructional Management of Individualized Education Programs

1980 ◽  
Vol 3 (4) ◽  
pp. 31-41 ◽  
Author(s):  
Aileen W. Freasier ◽  
Sandra Watkins ◽  
Susie A. Payne ◽  
Katherine H. Kopp
Keyword(s):  
Individualized Education Programs ◽  
Instructional Management ◽  
Education Programs ◽  
Individualized Education

Individualized Education Programs in Art: Benefit or Burden?

Art Education ◽  
1984 ◽  
Vol 37 (6) ◽  
pp. 10 ◽  
Author(s):  
Lanny Morreau ◽  
Frances E. Anderson
Keyword(s):  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education
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