Individual Education Program (IEP) Paperwork : A Narrative Review

Kartika, Aniva; Suminar, Dewi Retno; Tairas, Mareyke Maritje Wagey; Hendriani, Wiwin

doi:10.14419/ijet.v7i2.29.13997

Cited by 9 publications

(7 citation statements)

References 30 publications

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“…Meanwhile IEP is a program where data is not separated from ABK related to special services that cannot be obtained only from regular classes. IEP aims to provide the best educational services for students with special needs through the provision of learning that suits their needs [9]. Of the five teachers studied, 1 respondent knew the meaning of individual learning programs even though they did not know what was the basis for its preparation.…”

Section: B Discussionmentioning

confidence: 99%

The Competence of Early Childhood Education Service Teachers in Providing Education Services to Children with Special Needs

Nurhayatun¹,

Juhanaini²,

Susetyo³

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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The competence of teachers in handling children with special needs, for instance, identifying, assessing and compiling programs will also determine the accuracy in providing services for children with special needs, especially in early children education units. However, the limited knowledge and understanding of early teachers on children with special needs has an impact on some teachers still equating teaching methods to all students because teachers do not understand the right methods in dealing with children with special needs. The purpose of this study is to describe the objective conditions of the competence of Early Children Education teachers in providing educational services to children with special needs. The research method applied in this research is descriptive with a qualitative data approach. The study population was 15 early childhood education (PAUD) teachers and the research sample was five PAUD teachers who had the criteria for teaching children with special needs in Cikalong district, Tasikmalaya regency. The results show that the competence of Early Children Education teachers in providing educational services to Children with Special Needs in Kindergarten, Cikalong sub-district is still low and there is a need for continuous improvement in competence according to the characteristics of children. The competency measured in the teacher, namely understand the characteristics and learning needs of children with special needs, developing a curriculum, participating in activities to improve competence.

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Section: B Discussionmentioning

confidence: 99%

The Competence of Early Childhood Education Service Teachers in Providing Education Services to Children with Special Needs

Nurhayatun¹,

Juhanaini²,

Susetyo³

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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“…It is also necessary to take into account the challenges faced by teachers, which can be generalized in the stages of IEP development. Kartika, Suminar, Hendriani (2018), in their research, point to the need to clarify the problems and limitations faced by teachers at each stage of IEP implementation. The recommendations state that it is necessary to contextually revise laws and educational policies when auditing the quality of education, reduce administrative requirements for teachers in the process of IEP development and support teaching competencies, especially in the case of more meaningful and functional use of appropriate technology.…”

Section: Methodological Approach To the Research Problemmentioning

confidence: 99%

Assessing the quality of teachers' work with an emphasis on individualized educational programs

Bjelopoljak

2022

Šk. vjesn. (Online)

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The specificity of work in regular classes is certainly emphasized by the competencies of teachers to respond to the challenges of individualization of teaching and to provide an individual plan of progress in the educational process, depending on the planned support to the child. Teachers are often dissatisfied due to high expectations of themselves or the system, and there is no empirically based feedback on the quality of their work. In practice, there are also arguments at the expense of poor-quality work that teachers attach more importance to teaching content at the expense of the most important factor in the educational process - students. However, what if these facts do not apply to teachers who are child-oriented? Namely, the aim of the paper was to examine the quality of teachers' work in the process of creating individualized educational programs taking into account the challenges, working with students of different ages in the classroom and subject teaching. The results confirm that the teachers individualize educational programs in cases of support due to the developmental difficulties of children and that there is no statistically significant difference in work depending on the age of the children. This category of teachers is homogeneous. The results also confirm that it is unjustified to talk about the orientation to educational areas and only then to the student. Only 2.3% of teachers are impressed by the areas of socialization, literacy, mathematics and school skills when designing individualized educational programs. At the same time, this way of working speaks in favor of the teacher as the role model by which we can achieve the quality of upbringing and education for every child.

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“…Other strategies include carrying out every day routines consistently and aiding active learning by use of immediate reward for good behavior, completing work on time, and participating in class activities. In addition, individualized education plans where lessons are modified to meet each learner's needs are also critical for children with disabilities [12]. Much as the approaches to support learning of these children are well articulated, they are often not practiced because of various reasons including lack of teacher skills, resources, and poor attitude of teachers among others [13,14].…”

Section: Early Childhood Education and Learning For Children With Dis...mentioning

confidence: 99%

Perspective Chapter: Pedagogical Approaches and Access to Education among Early Childhood Education Learners with Disabilities in Africa during the COVID-19 Pandemic – Review of Available Literature

Nampijja¹,

Ayiro²,

Nalugya³

2023

Psychosocial, Educational, and Economic Impacts of COVID-19

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The COVID 19 pandemic suddenly hit the world disrupting access to education especially in Sub-Saharan Africa, threatening the future of millions of learners. This chapter discusses the effects of COVID-19 on early childhood education (ECE) for learners with disabilities in Africa, focusing on three questions: (1) What pedagogical approaches were used to enable access to education among ECE learners with disabilities during the COVID 19 pandemic? (2) How was access to education for ECE learners with disabilities, and what challenges and opportunities were experienced? (3) How can access to quality and equitable learning for ECE learners with disabilities during the crisis be improved? Literature revealed that the pandemic aggravated the hardships in accessing learning programs among learners with disabilities widening the gap between them and their counterparts. Countries resorted to remote and digital pedagogical approaches to enable continuity of learning; however, many did not cater for learners with disabilities. Where disabilities were catered for, the reach and utilization were limited by lack of resources and capacity. Concerted efforts promoting effective inclusive learning are critical for the current and future pandemics. Barriers to provision of equitable education, and long-term effects of COVID 19 on in ECE learners with disabilities should be investigated.

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Individual Education Program (IEP) Paperwork : A Narrative Review

Cited by 9 publications

References 30 publications

The Competence of Early Childhood Education Service Teachers in Providing Education Services to Children with Special Needs

The Competence of Early Childhood Education Service Teachers in Providing Education Services to Children with Special Needs

Assessing the quality of teachers' work with an emphasis on individualized educational programs

Perspective Chapter: Pedagogical Approaches and Access to Education among Early Childhood Education Learners with Disabilities in Africa during the COVID-19 Pandemic – Review of Available Literature

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