Planning the IEP for Students With Emotional and Behavioral Disorders

Johns, Beverley H.; Crowley, E. Paula; Guetzloe, Eleanor

doi:10.17161/foec.v34i9.6792

Cited by 11 publications

(21 citation statements)

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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%

“…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%

“…Providing training for educators who are involved in the IEP process was also discussed by Johns et al (2002). The researchers determined that one of the many roadblocks educators are faced with is a lack of knowledge gleaned through training.…”

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

confidence: 99%

“…Johns et al (2002) stated in his article that "an IEP that is poorly designed and crafted cannot be used effectively" (p .5). The effectiveness of the IEP is rooted in its inherent goals and strategies.…”

Section: Writing and Reviewing Goalsmentioning

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: Writing and Reviewing Goalsmentioning

confidence: 99%

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Exploring Individual Education Plans In a High School Setting

Crawford¹

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Head Start Impact on Social–Emotional Outcomes for Children With Disabilities

Lee

Calkins

Shin

2016

Research on Social Work Practice

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Objective: Using the Head Start Impact Study data, this study examines Head Start's impacts on social-emotional outcomes for children with disabilities. Method: Among 4,442 children, 570 children were reported to have disabilities. Ordinary least squares regression was used to determine whether the number of disabilities, having an individualized education plan (IEP), and receiving Supplemental Security Income (SSI) affect social-emotional outcomes for children with disabilities and whether Head Start's impact differs depending on these factors. Results: Children with multiple disabilities, an IEP, and SSI had lower social-emotional scores. Head Start impact was found for the following subgroups: children with no disabilities, children who never received an IEP, children living in a higher income household, and Black children. Conclusions: Head Start should identify potential disabilities early and support the provision of adequate services to increase social-emotional outcomes for children with disabilities.

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The Training Program for Individualized Education Programs (IEPs): Its Effect on How Inclusive Education Teachers Perceive their Competencies in Devising IEPs*

2017

EDUC SCI-THEOR PRACT

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In order for inclusive education teachers to create a high quality environment, to recognize which individuals require special education, and to implement the principles of inclusive education, these teachers need to be able to use methods and techniques related to the program' s content. In addition, student-performance evaluations need to happen and IEPs must be prepared, implemented, and evaluated by IEP teams. After examining the literature, however, teachers are observed to have insufficient knowledge about how toon preparing IEPs. This study aims to reveal the effect that the IEP training program has on how inclusive education teachers perceive their IEP competencies for the development process. In line with this aim, answers to the two following questions have been sought: (a) What are inclusive classroom teachers' selfperceptions of their IEP competencies, and (b) Do inclusive classroom teachers' post-test scores from the IEP Competence Scale show a significant difference based on whether or not they had attended the In-Service IEP Development Training Program? This study, being a mixed-methods design, makes use of both qualitative and quantitative methods. During the qualitative phase of the study, interviews have been conducted with 24 classroom teachers, whereas during the quantitative phase, an experimental study has been conducted over one control and one experimental group, each containing 19 teachers. As a result of the semi-structured interviews conducted in the present study, teachers are found to have shortcomings in almost every stage of the IEP development process, whereas a significant difference in favor of the experimental group was found upon examining both groups' post-test scores following the in-service IEP training program.

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Planning the IEP for Students With Emotional and Behavioral Disorders

Cited by 11 publications

References 1 publication

Exploring Individual Education Plans In a High School Setting

Exploring Individual Education Plans In a High School Setting

Head Start Impact on Social–Emotional Outcomes for Children With Disabilities

The Training Program for Individualized Education Programs (IEPs): Its Effect on How Inclusive Education Teachers Perceive their Competencies in Devising IEPs*

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