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

Abstract

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.

Increasing Preservice Teachers’ Knowledge and Skills Using a Mixed-Reality Simulator: The Tale of Two Studies

“…Based on these studies, there are several implications for practice. First, special educators’ workload includes serving a wide range of students with learning differences, managing a caseload, designing individualized interventions, tracking students’ progress, and collaborating with stakeholders (Beck & DeSutter, 2020). Given the plethora of responsibilities, it is critical for teacher education programs to intentionally embed multiple learning experiences which provide opportunities for modeling, coaching, and feedback (Darling-Hammond et al, 2017).…”

“…Yet, evidence suggests many leave teacher education programs with only a select number of opportunities to practice and apply skills (Anderson & Stillman, 2013). Many educators struggle with data collection (e.g., Jimerson & Wayman, 2015; Means et al, 2010) and discussing student progress during IEP meetings (e.g., Beck & DeSutter, 2020). Therefore, we must look at various ways to help educators use assessment data for data-based decision-making and communicate students’ progress.…”

The Work of Special Education Teachers in the Tiered Support System: The Finnish Case

“…Thus, we suggest that the focus is turned to the meaning of pedagogical documentation. As the meaning of any educational reform for teachers is best constructed in collaborative working culture (Fullan, 2016;Spillane et al, 2002) efforts to support teacher collaboration as well as further research on time allocation structures and other barriers for collaboration are needed (Ní Bhroin & King, 2020;Stephenson & DeSutter, 2020;von Ahlefeld Nisser, 2017).…”

“…General education teachers in Finland also rely on SETs in tiered support processes (Eklund et al, 2020), but the consultative and managerial role remains undefined (Sundqvist et al, 2014). SETs in Finland struggle with "organisational and practical barriers" in consultative and managerial roles (Sundqvist et al, 2014, p. 306; see also Eklund et al, 2020;Mihajlovic, 2020), such as lack of time allocated for consultative discussions, which is a challenge for the special educators in many countries (Ní Bhroin & King, 2020;Stephenson & DeSutter, 2020;von Ahlefeld Nisser, 2017). Nevertheless, in Sweden, for example, the mandate for pedagogical consultation has somewhat strengthened over past years, partly due to policy documents that state the mandate (Göransson et al, 2015;Sundqvist et al, 2014).…”

Special Education Meetings: The Role of the Facilitator in Districts Serving Rural Communities

“…Of course, the format of the IEP provides some guidance as to how meetings proceed, as certain objectives must be met, and goals established. While some universities may provide training on how to run meetings, others do not (Beck & DeSutter, 2019). Williams-Diehm et al (2014) report that increased collaboration may develop among IEP team members in rural contexts due to special education teachers serving the same students for multiple years.…”