Individualized Education Programs (IEPs) in Special Education—From Intent to Acquiescence

Smith, Stephen W.

doi:10.1177/001440299005700102

Cited by 117 publications

(90 citation statements)

References 17 publications

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“…While there is substantial research regarding the potential effectiveness of IEP documents at the elementary school level (Avramidis & Silverstein, 2000;Capizzi, 2008;Dilberto & Brewer, 2012;Drasgow, Eric, Yell, Mitchell, Robinson, & Rowland, 2001;Fish, 2008;Garriot & Snyder, 2000;Huefner, 2000;Johns, Crowley, &, Guetzloe, 2002;Jung, Gomez, Baird & Keramidas, 2008;Lee-Tarver, 2006;Menlove, Hudson & Suter, 2001;Myers & Eisenman, 2005;Rose, Shevlin, Winter, O'Raw & Zhao, 2012;Sanches-Ferreira, Lopes-dos-Santos, Alves, Santos, & Silveira-Maia, 2013;Shriner & Destefano, 2003;Smith, 1990;Whitbread, Bruder, Fleming, & Park, 2007) IEP. There is a commitment from the administration to provide the necessary funds to ensure that teachers teaching on call (TTOCs) are present to release teachers so they can be present.…”

Section: Purposementioning

confidence: 99%

“…The resultant case studies demonstrated that one of the most challenging aspects of working with students to develop their IEPs is finding the time to meet. Drasgow et al (2001) highlighted Smith's (1990) view that the strain on a teacher's time can limit the development of a meaningful IEP. Further research by Johns et al (2002) discussed the fact that the time necessary to construct a meaningful IEP can be challenging to find.…”

Section: Myers and Eisenman (2005) Interviewed Six Teachers In Mid-atmentioning

confidence: 99%

“…Several studies (Drasgow et al, 2001;Johns et al, 2002;Myers & Eisenman, 2005;Smith, 1990) showed that providing educators with the time to create the IEP is crucial if it is to impact the student it is written to support.…”

Section: Myers and Eisenman (2005) Interviewed Six Teachers In Mid-atmentioning

confidence: 99%

“…Lee-Tarver (2006) postulated that the results of her survey indicated that teachers require more training to understand the purpose, development and implementation of IEPs. This inadequacy was echoed in Drasgow et al (2001) who cited Smith (1990) as identifying a deficiency in the knowledge level of teachers in respect to IEP writing due to poor or non-existent training. Fish (2008) provided findings of his study that supported this notion.…”

Section: Myers and Eisenman (2005) Interviewed Six Teachers In Mid-atmentioning

confidence: 99%

“…The authors argued that there are a number of reasons why schools struggle to meet the demands of the law. They cited Smith (1990) who determined that problems can include the expectation of compliance during the planning and implementation phase without true reflection of what the reality dictated. Both articles acknowledged the inherent struggles of implementing a document that has been legally-mandated for use.…”

Section: Creation and Implementationmentioning

confidence: 99%

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Exploring Individual Education Plans In a High School Setting

Crawford¹

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The purpose of this study was to discover the factors that influence the meaningful use of Individual Education Plans (IEPs) for teachers at the high school level. While there is substantial research regarding the effectiveness of IEP documents at the elementary school level, the volume of research at the high school level in respect to the IEP is not commensurate. My research explored the elements that prevent educators from developing a useful IEP document and uncovered the factors that influence the meaningful use of this document at the high school level. Findings from this qualitative research indicated that the 10 teachers who I interviewed provided varied understandings of the purpose of an IEP as well as extremely limited to no participation in its development. Additionally, there was a great deal of frustration from the teachers regarding the purpose, development and usage of the IEP. Despite the frustration and lack of generalized understanding, the teachers believed that the IEP could be used meaningfully if the right steps took place. Recommendations taken from my research include a more collaborative, structured approach to the development, implementation, and reflection of the IEP.iii

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Section: Purposementioning

confidence: 99%

Section: Myers and Eisenman (2005) Interviewed Six Teachers In Mid-atmentioning

confidence: 99%

Section: Myers and Eisenman (2005) Interviewed Six Teachers In Mid-atmentioning

confidence: 99%

Section: Myers and Eisenman (2005) Interviewed Six Teachers In Mid-atmentioning

confidence: 99%

Section: Creation and Implementationmentioning

confidence: 99%

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Exploring Individual Education Plans In a High School Setting

Crawford¹

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Back to basics: training teachers to interpret curriculum-based measurement data and create observable and measurable objectives

2005

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Historically the link between assessment data, IEP objectives, and instruction has been weak and cause for concern for educators, especially as accountability for schools and teachers has increased. In addition, IEP objectives have suffered from being too abstract or overly specific, possibly compounding the gap between objectives and instructional practices. Recently, focus has also emphasized the need for teachers to make data-based instructional decisions. In order to increase the data-based decision making of teachers, the first step may be to train teachers to interpret curriculum-based measurement (CBM) data and translate these data into objective, measurable, and technically adequate objectives. A training package including modeling, practice, and performance feedback was used to instruct special education teachers to use CBM data to develop individualized, observable, and measurable educational objectives. A multiple baseline design across teachers was used to demonstrate that the treatment package resulted in teachers correctly using CBM data to formulate students' instructional goals and objectives. These results revealed that accurate use of CBM information was maintained without the treatment package and from simulated to actual student data. Copyright # 2005 John Wiley & Sons, Ltd. Research suggests that special education teachers who use curriculum-based measurement (CBM) procedures to monitor students' progress adapt instructional programming and use objective data more frequently than teachers who do not (Fuchs, Fuchs, & Bishop, 1992). This evidence, coupled with a recent focus on accountability by school systems (U.S. Department of Education, n.d.), suggests that emphasis should be placed on training teachers to use data to make instructional decisions. Instructing teachers to make data-based decisions can be a multicomponent process ranging from providing information on appropriate assessment tools to analyzing graphs. One part of training teachers on data-based decision making is to incorporate CBM information into the individualized educational

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Individual Education Plans

Shelton-Quinn¹

2011

Encyclopedia of Child Behavior and Development

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Individualized Education Programs (IEPs) in Special Education—From Intent to Acquiescence

Cited by 117 publications

References 17 publications

Exploring Individual Education Plans In a High School Setting

Exploring Individual Education Plans In a High School Setting

Back to basics: training teachers to interpret curriculum-based measurement data and create observable and measurable objectives

Individual Education Plans

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