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

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.

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

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.

Improving Special Education Service Delivery Through Interdisciplinary Collaboration

Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to implement the student’s program and achieve the common goal of improved student outcomes. With support from the literature, this paper discusses the core components of Bronstein’s Interdisciplinary Collaboration Model (2003); and elucidates how professionals share their content knowledge and technical skills with each other, collaborate in instructional design, and gain a firm understanding of each other’s discipline in practice. Practical applications that promote interdisciplinary collaboration between adapted physical educators, special educators, related service providers, and parents to improve service delivery and learner outcomes are shared.

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

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.

Talking without words

This case study explored the inclusion of students with severe disabilities in a general elementary physical education program. Qualitative methods were used to capture the communication protocols and instructional practices used by the physical education (PE) teacher and Individual Education Plan (IEP) team members in one fourth grade and second grade physical education classroom. Data from three primary sources including field notes, interviews and a journal were analyzed to address questions of interest. Findings revealed four primary themes. The first “Collaboration-Needing to Know What I Don’t Know” described the process the PE teacher used in gaining information on her students with disabilities. The second, “Community in the Classroom,” revealed the value system shared by the IEP team members. The third theme, “The Role of Modeling” articulated the value of appropriated practices between teachers and students. The final theme, “Talking Without Words” highlighted the communicative processes and shared language between the students with and without disabilities.

Talking without words

This case study explored the inclusion of students with severe disabilities in a general elementary physical education program. Qualitative methods were used to capture the communication protocols and instructional practices used by the physical education (PE) teacher and Individual Education Plan (IEP) team members in one fourth grade and second grade physical education classroom. Data from three primary sources including field notes, interviews and a journal were analyzed to address questions of interest. Findings revealed four primary themes. The first “Collaboration-Needing to Know What I Don’t Know” described the process the PE teacher used in gaining information on her students with disabilities. The second, “Community in the Classroom,” revealed the value system shared by the IEP team members. The third theme, “The Role of Modeling” articulated the value of appropriated practices between teachers and students. The final theme, “Talking Without Words” highlighted the communicative processes and shared language between the students with and without disabilities.

An Examination of Group Facilitator Challenges and Problem-Solving Techniques During IEP Team Meetings

Special education professionals serve as facilitators of Individualized Education Plan (IEP) team meetings. As special educators serve on many IEP teams during the course of an academic year, and as the member composition for each team varies, facilitators are confronted with a unique set of challenges to managing successful meetings. In this study, the authors investigate the specific types of problems and facilitator techniques occurring in IEP meetings. Findings suggest that facilitation issues and techniques are varied across special education professionals. In addition, facilitator training is needed to review and introduce facilitation techniques that may improve meeting member contributions.

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

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.