Simulated Individualized Education Program Meetings: Valuable Pedagogy Within a Preservice Special Educator Program

Abstract

Research about Individualized Education Program (IEP) meeting outcomes indicates special educators are unprepared and uncertain about practices designed to encourage meaningful IEP team participation. In response to these challenges, we crafted a simulated IEP (SIEP) project for preservice special education teachers as part of their licensure program. Using research-based simulation guidelines, preservice special education teachers were required to prepare, participate, and debrief with IEP team member volunteers and professors about the process. To evaluate the social validity of the SIEP project, we conducted qualitative interviews with 60 graduates of the program. Findings revealed five major themes that highlight value in the experience, including (a) valuable preparation for the future, (b) practical application of educational theory, (c) a safe space to learn and make mistakes, (d) real-world practice collaborating as a team, and (e) an opportunity to gain meaningful feedback. Following the presentation of themes, we discuss implications for practice and future research.

Using virtual classroom simulations in a mathematics methods course to develop pre‐service primary mathematics teachers' noticing skills

“…Third, they are more realistic than face‐to‐face scenarios in which adult peers portray children (Dalinger et al, 2020). Fourth, they are flexible , in that they can be paused or repeated many times (Mueller et al, 2018); and fifth, they facilitate remote learning and help in other situations where the co‐presence of pre‐service teachers, teacher educators and/or real pupils is impossible.…”

“…However, access to virtual environments poses various challenges to teacher educators (Mueller et al, 2018). Creating them usually requires considerable time, effort, and expertise in multiple disciplines, including—at a minimum—education and computer science.…”

Honoring Team Decision-Making During Manifestation Determination Meetings Through Collaborative and Proactive Solutions

“…A number of factors can influence team decision-making during the MD process. First, educators sometimes engage in behaviors that minimize parent involvement, such as using jargon/acronyms and exhibiting power-over-parent behaviors during meetings (Cavendish & Connor, 2018; Elbaum et al, 2016; Mueller et al, 2019; Zeitlin & Curcic, 2014). Second, biases from each member of the team can directly impair the collaborative process, leading team members to withhold pertinent information (Esquivel et al, 2008).…”

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

“…The changing group compositions, the lack of uniform facilitation curriculum, and the complexity of it all suggest that simply applying universal facilitation procedures to the problem, or worse yet, not training future teachers in any facilitation procedures, may be hindering education efforts for students in special education. A better understanding of the current state of IEP facilitation is needed, and an interdisciplinary approach to IEP meetings (e.g., Mueller, Massafra, Robinson, & Peterson, 2018) provides a platform for special education and communication scholars to mutually benefit either other. The purpose of this study was to investigate how facilitators of special education teams view their facilitation training, explore unique difficulties that confront special education facilitators, and uncover approaches facilitators use to overcome challenging moments in meetings.…”