The Use of Individual Education Programs for Children in Australian Schools

Dempsey, Ian

doi:10.1017/jse.2012.5

Cited by 17 publications

(10 citation statements)

References 9 publications

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“…As a matter of fact, the lack of knowledge on the IEP process results in various difficulties including the access to support services. Possessing the necessary knowledge helps educators realize the critical role of IEP, which forms a common ground between themselves for preparing and implementing a functional IEP, thus fulfilling the legal requirements (Dempsey, 2012).…”

Section: Tartışma Ve Sonuçmentioning

confidence: 99%

“…Kaynaştırma yoluyla eğitim uygulamalarının ve BEP sürecinin verimli olabilmesi de eğitim ve öğretim sürecinde öğrenciyle sürekli etkileşimde olan, öğrencinin bireysel, gelişimsel ve eğitsel gereksinimlerine uygun programı geliştiren, uygulayan ve değerlendiren öğretmene bağlıdır (Avcıoğlu, 2011;Bubpha, Erawan, & Saihong, 2012;Florian & Linklater, 2010;McLaughlin & Talbert, 2006;Söğüt & Deniz, 2018;Vuran vd., 2017). Nitekim alanda çalışan uzmanların BEP sürecine yeterince hâkim olmadıklarında BEP'leri geliştirme ve uygulama aşamalarında, destek hizmetlere ulaşma başta olmak üzere çeşitli güçlükler yaşadıkları, BEP'in gerekliliğini kavradıklarında ve ortak bir planlama ve uygulama fırsatı yakaladıklarında ise BEP'in yasal amacını yerine getirebilecekleri düşünülmektedir (Dempsey, 2012).…”

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Bireyselleştirilmiş Eğitim Programı: Sınıf ve Rehberlik Öğretmenlerinin Deneyimleri

Özan¹,

Sarica

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Bu araştırmada sınıf öğretmenleri ile rehberlik öğretmenlerinin Bireyselleştirilmiş Eğitim Programı (BEP) geliştirme, uygulama, izleme ve değerlendirme süreçlerindeki deneyimlerinin ve süreçte karşılaştıkları güçlüklere ilişkin çözüm önerilerinin belirlenmesi amaçlanmıştır. Araştırmada temel nitel araştırma modeli kullanılmıştır. Araştırmanın katılımcılarını İzmir ilindeki ilkokullarda görev yapan 12 sınıf öğretmeni ile 11 rehberlik öğretmeni oluşturmuştur. Katılımcıların BEP sürecinde yaşananlara ilişkin görüş ve önerileri, her iki katılımcı grupla ikişer olmak üzere toplam dört odak grup görüşmesi gerçekleştirilerek toplanmıştır. Görüşmelerden elde edilen veriler tümevarımsal içerik analizi ile analiz edilmiştir. Sınıf öğretmenleri ve rehberlik öğretmenlerinden elde edilen bulgulardan yedişer tema oluşturulmuş ve iki grup için oluşturulan temalar arasında yoğun örtüşmeler gözlenmiştir. Bulgular; kaynaştırma/bütünleştirme ve BEP uygulamalarının başarılı olabilmesi için okul personelinin mesleki gelişim ve yaşam boyu öğrenme olanaklarından yararlanmasının, süreçte yer alan aileler, eğitimciler ve diğer uzmanlarla etkili iletişim ve işbirliğine girmesinin ve destek hizmetlerin süreçte yer alan tüm paydaşlara sunulmasının gerekli olduğunu ortaya koymuştur.

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Section: Tartışma Ve Sonuçmentioning

confidence: 99%

unclassified

Bireyselleştirilmiş Eğitim Programı: Sınıf ve Rehberlik Öğretmenlerinin Deneyimleri

Özan¹,

Sarica

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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“…Given the benefits of IEPs in the optimization of potential students with special needs, there is a need to implement IEPs in providing this specialized educational service. The legality aspect supports the implementation of IEP in some countries, as in the releasing statute such as the Individual with Disabilities Education Act (IDEA) in the United States (3,7). The existence of this law requires that educational institutions develop IEPs because there are legal sanctions if it is not implemented (8).…”

Section: Introductionmentioning

confidence: 99%

Individual Education Program (IEP) Paperwork : A Narrative Review

Kartika¹,

Suminar²,

Tairas³

et al. 2018

IJET

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Previous studies have shown that teachers understand the importance of Individual Education Program (IEP), but they consider the administrative tasks of IEP as a burden. This review aims to illustrate how long the teacher completed the IEP administrative tasks, to explain why teachers view IEP as a burden, and to describe the strategies to minimize obstacles related to the administrative burden of IEP. The procedure of narrative review is selecting journals based on the inclusion and exclusion criteria related to administrative burden of IEP paperwork. The result shows that teachers spend more time doing IEP paperwork than assessing students' assignments, communicating with parents, and sharing with colleagues. IEP paperwork takes up more than 10% of working time. The reasons IEP paperwork perceived as burdens are because of a large number of IEP forms and details, the multiple IEP service flow, the lack of knowledge of the personnel relating to the preparation or implementation of IEPs, the lack of assistance of administrative staff to complete the IEP paperwork, and the short/limited deadlines for administrative duties of IEP. The proposed strategies are improving appropriate technology, streamlining the contents of IEP forms, group IEP and increase the IEP administrative skills of the teachers.

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“…In Australia, for example, the adoption of the individualized educational program (IEP) from the U.S. Individuals with Disabilities Education Act (IDEA) may be seen as a driver for the expansion of students identified for special education from 2.6% in 1998 to 4.8% in 2009 (Dempsey, 2012). The ever expanding categorical specialization within special education poses a direct challenge to inclusive, more sociologically-driven systems of support within education and, as such, is strongly resisted by post-positivist special educators (e.g., Fox & Ysseldyke, 1997; Kauffman, McGee, & Brigham, 2004;Kauffman & Hallahan, 1995).…”

mentioning

confidence: 99%

Equity as a Basis for Inclusive Educational Systems Change

Sailor

2016

Australas. j. spec. educ.

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Inclusion of students with "disabilities" in public systems of general education has been a global initiative since the Salamanca Statement and Framework for Action by the UN General Assembly in 1994. Despite global and national policy efforts the practice has been sporadic and elusive. Framing education as categorical, specialized service delivery to discrete populations makes inclusion an unsolvable problem. The advent of multi-tiered systems of support (MTSS) coupled with universal design for learning (UDL) practices delivered in whole-school rather than classroom-based formats poses a pathway out of the conundrum by framing public education as a system of equitable distribution of resources such as services and supports based on measured and monitored need on the part of all students. Potentially supportive research literature is reviewed. Key Words: EQUITY; INCLUSION; MULTI-TIERED SYSTEM OF SUPPORT; SYSTEMS CHANGE, UNIVERSAL DESIGN FOR LEARNINGSWIFT Center produced the data for this paper under U.S. Department of Education, Office of Special Education Programs Grant No. H326Y120005. OSEP Project Officers Grace Zamora Durán and Tina Diamond served as the project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. EQUITY-BASED INCLUSIVE SYSTEMS CHANGE 1 Equity as a Basis for Inclusive Education Systems ChangeRittel and Webber (1973) wrote "The search for scientific bases for confronting problems of social policy is bound to fail, because of the nature of these problems. They are 'wicked' problems, whereas science has developed to deal with 'tame problems'" (p. 155). The social professions (e.g., education) have evolved as conduits for application of scientific knowledge from their respective disciplines (e.g., psychology). As such, they assume responsibility for planning functions and guidance in formulation of social policy. Yet the relationship of knowledge production (science) to applications (profession) breaks down in the face of wicked problems. A problem is wicked, in Rittel and Webber's terms, when its solution is bound up in its formulation and the context of the problem militates against its formulation. Within different professional groupings are people with different values, epistemological preferences, and so on, and solutions for social policy problems become caught up in the conflicts among them.Knowledge production proceeds apace in support of all solutions until one prevails. New solutions to old wicked problems may result in the overthrow of prevalent paradigms (Kuhn, 1970;Skrtic, 1993)."Inclusion" of students with "disabilities" in general education arrangements fits the definition of a wicked problem. The significance of this problem rests in the current values underpinning a large slice of international social policy in education, whic...

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The Use of Individual Education Programs for Children in Australian Schools

Cited by 17 publications

References 9 publications

Bireyselleştirilmiş Eğitim Programı: Sınıf ve Rehberlik Öğretmenlerinin Deneyimleri

Bireyselleştirilmiş Eğitim Programı: Sınıf ve Rehberlik Öğretmenlerinin Deneyimleri

Individual Education Program (IEP) Paperwork : A Narrative Review

Equity as a Basis for Inclusive Educational Systems Change

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