IEP Use by General and Special Education Teachers

Kathleen Rotter

doi:10.1177/2158244014530410

Abstract

The role of general and special educators in implementing the Individualized Education Program (IEP) is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results indicated that the majority of general and special education teachers are reading their students’ IEPs in a fairly timely manner and that they find them moderately useful in planning instruction. Results also suggested that teachers relied heavily on grades to document attainment of IEP goals and that teachers felt that the IEPs themselves could be improved if they were shorter with student-specific, critical information that was more relevant to classroom instruction.

Highlights

The Individualized Education Program (IEP) has been called the heart of providing a free appropriate public education
The vast majority (94%) indicated that they received the IEPs by the beginning of September (273 of 283 responses), with 5% stating they received the IEPs after that date
One special education (SE) teacher indicated that she waited a month or more before reading the IEP

Summary

Introduction

The Individualized Education Program (IEP) has been called the heart of providing a free appropriate public education. With the latest reauthorization, responsibility for developing and implementing the IEP shifts to the GE classroom (Lee-Tarver, 2006) This recent re-authorization emphasizes the accountability of both GE and SE, holding schools to a higher level of responsibility for developing and implementing valid and beneficial IEPs than in the past (Drasgow, Yell, & Robinson, 2001). This shift results in new responsibilities for both GE and SE teachers with regard to the development and implementation of the IEP (Cook & Schirmer, 2003; Huefner, 2000)

Methods

Results

Conclusion