An Empirical Analysis of the Regular Classroom Teacher's Role in Implementing IEPs

Abstract

The training implications of a study of the regular class teacher's role in implementing individual education programs (IEPs) are discussed. The analytic scheme of the study was based on role theory and was conducted in three phases (a student records review, a teacher survey, and a follow-up interview). Statistical independence of ratings was examined according to six mututally exclusive categories (program type, geography/ population, grade level, skill level, experience, and training). Although a majority of records and interviews indicated that regular class teachers were implementing a variety of modifications of their regular programs to implement IEPS, only a minority of the modifications were actually written into the records, raising several policy issues related to serving special education students. The regular class teachers in this study were struggling to cope with increased demands related to serving special education students, had substantial discretion as to how they actually worked with students and specialists, and relied heavily on informal rather than formal processes to implement IEPs. As such, the teacher can be viewed as a policy maker, fulfilling the demands of federal and state legislation within the constraints of limited expertise, lack of time, and increased work loads.