Abstract
Analysis of IEPs and classroom activities may provide useful information concerning the nature of special education services. In this study, 40 IEPs from two schools serving children with multiple disabilities were examined and compared to observed classroom activities. Similar types of goals (for example language, self‐care, motor) were found at both schools. Most goals were relevant and measurable, but relevant activities occurred less than 16 per cent of the time in the two classrooms observed. The results suggest IEPs may not always reflect actual classroom practice and indicate the need for applied research to improve implementation of IEP related activities.
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