Rethinking the Individualized Education Plan process: voices from the other side of the table

MacLeod, Kate; Causton, Julie; Radel, Mary; Radel, Patrick

doi:10.1080/09687599.2017.1294048

Cited by 36 publications

(18 citation statements)

References 31 publications

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“…According to the survey results, parents are not always involved in the preparation of their child's IEP (M = 3.46; SD = 0.656). Similar data on poor teacher collaboration with students' parents have been revealed by other authors (Schultz et al, 2016;MacLeod et al, 2017;. According to our research data the student himself is very rarely involved in the preparation of the IEP (M = 2.84; SD = 1.045).…”

Section: Results Of the Research Special Pedagogues Apply Individualization Strategies For The Education Of Students With Autism Spectrumsupporting

confidence: 90%

“…According to the research data, the student's communication and social functioning skills; cultural peculiarities and expectations of the family; students learning abilities and personal characteristics are main factors when special pedagogues preparing the individual education plan of students with ASD. The scientific literature emphasizes that when individualizing education it is necessary to take into account students' special interests, motivations (Gunn, & Delafield-Butt, 2016), strengths, and not just his or her weaknesses and special educational needs (CSESA, 2013); the expectations of parents raising an ASD child; the peculiarities of education in the family (Gunn & Delafield-Butt, 2016;MacLeod et al, 2017). The data of the questionnaire survey revealed the orientation of special pedagogues both to the characteristic of communication and social functioning of these students, as well as to the individual learning peculiarities and personal characteristics of a student with ASD.…”

Section: Results Of the Research Special Pedagogues Apply Individualization Strategies For The Education Of Students With Autism Spectrummentioning

confidence: 99%

“…The method of questionnaire survey was chosen. The semiclosed questionnaire is based on the scientific literature on the developmental characteristics of students with ASD (American Psychiatric Association, 2018); their learning strategies (Fleury et al, 2014;Manti et al, 2013;Marder & deBettencourt, 2015 and other); preparation of individual education plan and collaboration with parents of students with ASD principles (MacLeod, Causton, Radel, & Radel, 2017), ways of adapting the educational environment, etc.…”

Section: Methodsmentioning

confidence: 99%

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Ways of Individualization of Education for Children With Autism Spectrum Disorders: The Experience of Special Pedagogues'

Kaffemanienė

Kulese

2021

SIE

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Researchers shows that both in Lithuania and in other countries the education of students with autism spectrum disorders (ASD) still poses significant challenges, especially for teachers in general education schools. Thus, not only students with ASD but also their teachers need the support of special needs teachers in the educational process. However, there is a lack of research in Lithuania on the strategies used by special needs teachers to educate students with special educational needs (SEN). The research aim - to examine special pedagogues’ experience in individualizing the education of students with ASD. A theoretical analysis of the educational strategies and ways of individualized education of students with ASD has been performed. Empirical research was carried out by the method of survey of special pedagogues who have experience in educating these children. Quantitative data analysis was performed using the methods of descriptive statistics. According to the special pedagogues, the factors of individualization of education of students with ASD are the peculiarities of their learning, communication and cognitive skills of those children. The analysis of the educational goals indicated by respondents revealed their orientation towards the individualization of education, support for students participation in the educational process, etc.

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Section: Results Of the Research Special Pedagogues Apply Individualization Strategies For The Education Of Students With Autism Spectrumsupporting

confidence: 90%

Section: Results Of the Research Special Pedagogues Apply Individualization Strategies For The Education Of Students With Autism Spectrummentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Ways of Individualization of Education for Children With Autism Spectrum Disorders: The Experience of Special Pedagogues'

Kaffemanienė

Kulese

2021

SIE

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“…Studies indicated that children who have an IEP were likely to have more severe disabilities than those without an IEP. IEPs are developed as a team including parents; however, parents often feel outside or marginalized throughout the IEP process (MacLeod et al, 2017). Parents can bring expertise regarding their child, and this information should be included within the IEP meetings, goals, and interventions.…”

Section: Discussionmentioning

confidence: 99%

Long-Term Head Start Impacts on Cognitive Outcomes for Children With Disabilities

Lee

Luellen

2020

Families in Society: The Journal of Contemporary Social Service

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Based on the Head Start Impact Study (HSIS) data, the current study examines Head Start’s long-term impacts on cognitive outcomes for children with disabilities: (a) Do children with disabilities who enroll in Head Start at age 4 years have better cognitive outcomes when they are 4 to 9 years old? (b) Are there other factors associated with long-term cognitive development for children with disabilities? Linear regression analysis indicated that Head Start enrollment had positive impacts on children’s short-term outcomes. However, the difference between Head Start and non-Head Start children became insignificant for cognitive scores measured at age 9 years. Children who were Black or Hispanic, without an individualized education plan, were non-English speaking at home, and who had lower preacademic skills prior to Head Start enrollment had significantly lower cognitive outcomes at age 9 years.

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“…The IEPs constitute the most important part of the education process of the SWD and, therefore, the IDEA (1975) emphasized families are equal members of other members in the preparation of the IEP (Yell, 2012). Although family participation is mandatory in the preparation of the IEP in the legal process, research has shown that families have felt themselves outside the process and lack of encouragement for active family involvement in IEP development process (Mason, McGahee-Kovac, & Johnson 2004;Mueller 2009;MacLeod, Causton, Radel, & Radel, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Investigation of Quality Indicators of Individualized Education Plan Prepared in Public Schools

Özdemir

Kisaç

Ünlü

et al. 2020

EJSE

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Individualized Education Program (IEP) is an important element in the Turkish Education system since it aims students with disabilities to get a systematic, measurable and on point education. Thus, preparation, implementation, and evaluation of the IEP play a critical role for students with disabilities, their parents, and professionals. Researchers conducted studies and provided suggestions to improve the quality of IEPs. However, in the literature, there was not any evaluation tool for the IEP. The purpose of this study is to create an evaluation tool for IEPs, and based on this tool, to measure the quality of prepared IEPs in Turkey. In this study, descriptive analysis was used. The findings demonstrated serious deficiencies in the components of IEPs. Based on that, the researchers provided suggestions to enhance the quality of IEPs. Article visualizations:<img src="/-counters-/edu_01/0688/a.php" alt="Hit counter" />

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Rethinking the Individualized Education Plan process: voices from the other side of the table

Cited by 36 publications

References 31 publications

Ways of Individualization of Education for Children With Autism Spectrum Disorders: The Experience of Special Pedagogues'

Ways of Individualization of Education for Children With Autism Spectrum Disorders: The Experience of Special Pedagogues'

Long-Term Head Start Impacts on Cognitive Outcomes for Children With Disabilities

The Investigation of Quality Indicators of Individualized Education Plan Prepared in Public Schools

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