Do special education teachers use IEPs to guide instruction?

Margolis, Howard; Truesdell, Lee Ann

doi:10.1007/bf01111876

Cited by 12 publications

(10 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This concern was underscored by the fact that the IEP was not very accessible for some of the teachers surveyed. Similar findings on teachers' views of the lack of the instructional relevance of IEPs have been reported elsewhere (Margolis & Truesdell, 1987;Morgan & Rhode, 1983). …”

supporting

confidence: 64%

Educational Services for Students with Behavior Disorders: A Review of Individualized Education Programs

Epstein

Patton

Polloway

et al. 1992

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

Individualized education programs (IEP) of 107 junior high students with behavioral disorders were reviewed. The review focused on the current types of behavior problems displayed by the students and the types and frequencies of the annual goals listed for each of the students. An average of 2.4 behavior problems were noted per student, while an average of approximately 4 goals were listed for each. There was a low correlation between the nature of the problems cited and the goals stated. The implications of these findings for an understanding of educational services for students with behavioral disorders and as a basis for change in current practices are discussed. HE PASSAGE OF The Education for All Handicapped Children Act (PL 94-142) introduced the concept of an individualized education program (IEP) as documentation of the provision of a free appropriate education for students with disabilities. The intent of the requirement that an IEP be written on each student identified as disabled was that the focus of intervention needed to be placed on the individual rather than broader group needs. IEPs were intended to represent each student's right for a specially designed program. The primary intent of the IEP was based on the notion that the student &dquo;drives&dquo; the educational program rather than the program driving the student (Harvey, 1978). The document itself was to be developed by a team comprised of teachers, a school administrator, the parents, and, where appropriate, the student. Following a careful analysis of discussion and relevant diagnostic data, the multidisciplinary team was to write an IEP that would reflect the student's educational needs.

show abstract

supporting

confidence: 64%

Educational Services for Students with Behavior Disorders: A Review of Individualized Education Programs

Epstein

Patton

Polloway

et al. 1992

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

show abstract

“…Yapılan araştırmalara göre, incelenen BEP' lerin, amaç ve hedeflerinin öğrenci ihtiyaç ve özelliklerini yansıtmadığı yönünde tekrar eden bulgular dikkat çekmektedir. Buna bağlı olarak ta BEP' in program bileşenleri arasındaki bağlantının zayıf olduğu ve eğitimciye rehber olmadığı görülmektedir (Morgan & Rhode, 1983;Dudley-Marling, 1985;Fiedler & Knight, 1986;Margolis & Truesdell, 1987;Reiher, 1992;Siegel, 2017). Ayrıca, BEP amaç ve hedeflerini yazarken önerilen ile uygulama arasındaki bir boşluk olduğu belirtilmektedir (Bricker ve diğerleri, 1998;Grisham-Brown & Hemmeter, 1998).…”

Section: öZetunclassified

Examination and evaluation of individualized education programs prepared for intellectual disability students<p>Zihin yetersizliğine sahip olan öğrenciler için hazırlanan bireyselleştirilmiş eğitim programlarının incelenmesi ve değerlendirilmesi

İlik

2018

HumanSciences

View full text Add to dashboard Cite

The first step to define the services provided for students with special needs is preparing programs suitable for the student qualifications. Arranging curriculums by regarding the qualifications of students with special needs requires preparation of Individualized Education Programs. This study aims to analyze IEP prepared for intellectual disability students with regard to various variables. Study has been conducted through document analysis one of the qualitative research method. IEP of 90 intellectual disability students attending at 10 schools in Konya city center included into the study. IEP Evaluation Form which is developed by the researcher and which has 7 matters and 55 sub-matters is used as data collection tool It is found that all of the schools are insufficient in determining both support services and student file examination forms. Moreover, it is found that IEPs prepared in special sub-classes are less successful in all matter than the ones prepared in other schools. İlik, Ş. Ş. (2017). Zihin yetersizliğine sahip olan öğrenciler için hazırlanan bireyselleştirilmiş eğitim programlarının incelenmesi ve değerlendirilmesi. Özet

show abstract

“…IEP goals and objectives are not closely aligned with educational needs identified by assessment data. And, there is infrequent congruence between statements of the student's present level of performance and annual goals (Fiedler & Knight, 1986;Hunt & Farron-Davis, 1992;Margolis & Truesdell, 1987;Michnowicz et al, 1995;Nevin et al, 1983;Reiher, 1992;Smith, 1990a;Smith & Simpson, 1989). Under these circumstances, IEPs are unlikely to protect student rights.…”

mentioning

confidence: 91%

A Statewide Study of FAPE and School Discipline Policies

Butera

Klein²,

McMullen³

et al. 1998

J Spec Educ

View full text Add to dashboard Cite

Telephone interviews were conducted with 141 randomly selected special education coordinators, principals, and special and general education teachers to explore their knowledge, experience, and opinions about common practice related to the mandate for a free and appropriate public education (FAPE), Individualized Education Programs (IEPs), and school discipline procedures. Qualitative research methods were used to identify themes common across interviews. Both the IEP documents and process were viewed as too cumbersome and procedural to be used as a “workable” plan for intervention, especially for behavioral or social/emotional concerns. Educators reported that they did not always review IEPs to make discipline decisions. Findings are discussed with regard to FAPE.

show abstract

Do special education teachers use IEPs to guide instruction?

Cited by 12 publications

References 5 publications

Educational Services for Students with Behavior Disorders: A Review of Individualized Education Programs

Educational Services for Students with Behavior Disorders: A Review of Individualized Education Programs

Examination and evaluation of individualized education programs prepared for intellectual disability students<p>Zihin yetersizliğine sahip olan öğrenciler için hazırlanan bireyselleştirilmiş eğitim programlarının incelenmesi ve değerlendirilmesi

A Statewide Study of FAPE and School Discipline Policies

Contact Info

Product

Resources

About