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.

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 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.

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.

Documenting the Experiences of Special Education Advocates

2016 ◽  
Vol 51 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Meghan M. Burke ◽  
Samantha E. Goldman
Keyword(s):  
Special Education ◽  
Education Program ◽  
Children With Disabilities ◽  
Research Policy ◽  
Individualized Education Program ◽  
Future Research ◽  
Individualized Education ◽  
Policy And Practice ◽  
Individual Interviews ◽  
The Family

Many parents struggle to advocate for their children with disabilities to obtain services at school. Subsequently, parents may turn to special education advocates to help ensure that their children receive appropriate services. However, it is unclear how special education advocates support families and secure services for children with disabilities. Before determining whether special education advocacy is effective, the advocacy process used by special education advocates needs to be understood. In this study, 33 special education advocates participated in individual interviews about advocacy. Participants reported that they used an advocacy process with five main stages: developing rapport with the parent, establishing clear expectations, learning about the child and the family, educating and empowering the parent, and participating in Individualized Education Program (IEP) meetings. Details about the advocacy process are provided, and implications for future research, policy, and practice are discussed.

Student Involvement in Individualized Education Program Meetings

2004 ◽  
Vol 70 (4) ◽  
pp. 391-412 ◽  
Author(s):  
David W. Test ◽  
Christine Mason ◽  
Carolyn Hughes ◽  
Moira Konrad ◽  
Melia Neale ◽  
...  
Keyword(s):  
Education Program ◽  
Student Involvement ◽  
Individualized Education Program ◽  
Individualized Education
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