Special Education Teachers’ Knowledge and Experience of IEPs in the Education of Students with Special Educational Needs

Al-Shammari, Zaid; Hornby, Garry

doi:10.1080/1034912x.2019.1620182

Cited by 14 publications

(9 citation statements)

References 18 publications

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“…However, the main source for measuring goal is too dependent on teachers' opinions and observations alone without any quantitative measurements that can prove the effectiveness of an intervention. This phenomenon is caused by insufficient knowledge of teachers in developing a criterion reference test in making a detailed assessment (Akcin, 2021;Al-Shammari & Hornby, 2019). The findings of this study are also very consistent with the previous studies that report that intervention measurement steps are not described specifally and concretely in the IEP report (Raty et al, 2018).…”

Section: Discussionsupporting

confidence: 89%

Challenges of Special Education Teachers in Implementation Individual Education Plan (IEP) For Students With Learning Disabilities (LD)

Wong¹,

Rashid²

2022

IJARBSS

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Individual Education Plan (IEP) is a written document that is able to predict the maximum benefits that can be obtained by special education needs (SEN) students through receiving education in the most appropriate learning environment. Therefore, it is important to look into the things that affect the effectiveness of IEP implementation among SEN students. Special education teachers can be considered as the most crucial individuals in the IEP implementation process. This study identified the challenges of special education teachers in implementation IEP for SEN children with learning disabilities (LD). A pilot study was conducted by using a quantitative method which is a survey design. Questionnaire was used in data collection. Descriptive analysis was used to identify the challenges on this topic. The results of the study were obtained from 30 special education teachers that working in Integrated Special Education Program of primary or secondary schools in Selangor, Malaysia. Most of the findings indicate that teachers were facing competency challenges, especially in terms of attitude. The results of the analysis conducted show that teachers were having biggest knowledge and skill challengs in the IEP evaluation process. In terms of attitude challenges, teachers were lack of motivation in implementing IEP for LD students. For further research, the researcher suggests a more comprehensive and in-depth study that involving all stakeholders of IEP team such as parents to determine the main factors that influence the effectiveness of IEP implementation process.

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Section: Discussionsupporting

confidence: 89%

Challenges of Special Education Teachers in Implementation Individual Education Plan (IEP) For Students With Learning Disabilities (LD)

Wong¹,

Rashid²

2022

IJARBSS

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“…However, the main source indicating IEP goal measurement is too dependent on teacher opinions and observations, not providing any quantitative measurements that can prove the effectiveness of an intervention (Hott et al, 2021). This phenomenon is caused by insufficient knowledge of teachers in developing a criterion-referenced test in making a detailed assessment (Akcin, 2022;Al-Shammari & Hornby, 2019). The findings of this SLR study are consistent with those of previous studies.…”

Section: Discussionsupporting

confidence: 85%

“…Four of the reviewed studies reported that teachers, especially special education teachers, lacked knowledge on how to collect data towards LD children's development process. These teachers also lacked awareness about the importance of using criterion-referenced tests in collecting information (Akcin, 2022;Al-Shammari & Hornby, 2019;Fu et al, 2018;Hott et al, 2021). As seen in Table 3, lack of knowledge about criterion-referenced tests (f = 3; 42%) can be considered the biggest knowledge challenge faced by teachers.…”

Section: Teacher Knowledge Challengesmentioning

confidence: 99%

“…Furthermore, teachers have also been assumed to experience big challenges in the IEP evaluation process (f = 4; 57%). This is because teachers still lack skills in terms of monitoring to identify the effectiveness of the IEP conducted, such as not being skilled in using criterion-referenced tests and being less efficient in identifying the level of development of SEN children after the IEP intervention has been carried out (Akcin, 2022;Al-Shammari & Hornby, 2019;Hott et al, 2021;Kozikoğlu & Albayrak, 2022). However, the study of Shao et al (2022) also found that special education teachers can be considered capable of coordinating IEP interventions by following the SEN children's ability level throughout the IEP implementation process.…”

Section: Teacher Skills Challengesmentioning

confidence: 99%

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Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

Rashid

Wong

2022

IJLTER

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This study identified teacher challenges in the implementation of the individualized education plan (IEP) for special educational needs (SEN) children with learning disabilities (LD). A systematic literature review (SLR) was conducted to identify and synthesize the literature on this topic. Twelve studies met the inclusion criteria and were included in the analysis. Most of the findings indicated that teachers face challenges in all three aspects of competency challenges, that is knowledge, skill, and attitude challenges. Lack of knowledge on criterion-referenced tests (f = 3; 42%) can be considered as the biggest knowledge challenge faced by teachers. The biggest skill challenge was also found in the evaluation process, with teachers being less efficient in carrying out the evaluation process (f = 4; 57%). In terms of attitude challenges, the lack of motivation (f = 4; 66%) in implementing the IEP for LD children is the most common challenge encountered by teachers. Therefore, the results of the analysis and research carried out can serve as a guide and reference for educators, the Ministry of Education (MOE), and future researchers in an effort to solve teachers’ competency challenges in the IEP implementation process. However, additional high-quality research or an empirical study should be conducted to verify the validity of the conceptual framework formed by conducting a survey study in Malaysia.

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“…There is also an emphasis on continuing professional development and skills development for teachers, and the use of appropriate strategies and interventions, including technological aids, which meet the individual needs of students. Al‐Shammari and Hornby (2019) note that Kuwait was the first Arab country to pass a law (Law ‘No.’ 8, passed in 2010) concerning the rights of people with disabilities (Weber & City, 2012), which made provisions for ‘Accommodations including education, transportation, employment and health services’ (Ochoa et al., 2017, p. 329). Specifically, this law states that the Government must implement the inclusion of people with disabilities and learning difficulties at all stages of education.…”

Section: Introductionmentioning

confidence: 99%

Special education teachers’ understanding and use of evidence‐informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education

Al-Shammari

Mintz

2021

Research in Spec Educ Needs

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This paper presents a study which has evaluated the extent to which a sample of elementary special education teachers in Kuwait understand and make use of evidence-informed approaches in the mainstream classroom with children with special educational needs. A questionnaire survey was developed and administered (N = 150), focussing on teacher understanding of and use of two selected evidence-informed approaches: peer tutoring strategy and the JIGSAW strategy. Results revealed a good degree of understand and use of both strategies. Recommendations are made in relation to further research on the evidenceinformed practice for the effective inclusion of children with special educational needs in Kuwait and internationally.

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Special Education Teachers’ Knowledge and Experience of IEPs in the Education of Students with Special Educational Needs

Cited by 14 publications

References 18 publications

Challenges of Special Education Teachers in Implementation Individual Education Plan (IEP) For Students With Learning Disabilities (LD)

Challenges of Special Education Teachers in Implementation Individual Education Plan (IEP) For Students With Learning Disabilities (LD)

Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

Special education teachers’ understanding and use of evidence‐informed practice in the inclusion of children with SEN in Kuwait: lessons for teacher education

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