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.

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.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

Perspectives on the Future of IDEA

1997 ◽  
Vol 22 (2) ◽  
pp. 61-76 ◽  
Author(s):  
Michael L. Hardman ◽  
John McDonnell ◽  
Marshall Welch
Keyword(s):  
Special Education ◽  
Public Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Federal Law ◽  
Individualized Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
Definition Of ◽  
Restrictive Environment

Since its original passage in 1975 as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education. During the past 2 years, the 104th Congress has debated vigorously some of the law's basic tenets (e.g., definition of disability, content of the individualized education plan [IEP], parental rights to attorneys, fees, discipline, and placement). The basic requirements of the law remain intact and continue to shape the scope and content of special education. This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA: (a) eligibility and labeling, (b) free and appropriate public education, (c) the individualized education program (IEP), and (d) the least restrictive environment. Recommendations for changes in existing law relative to each of the above requirements are presented.

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.

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
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