Implementation of Individual Education Program (IEP) in Curriculum of Students with Learning Disabilities

Abstract

An individual education plan (IEP) is a written document prepared to ensure that the individual learning needs of students with special needs are met. This study aims to examine IEP implementation in curriculum achievement with students with learning disabilities from the teachers' perceptions. This study is based on Vygotsky's Socio-Cultural Theory. It is quantitative study which uses the survey method to collect data. The study involved 52 Special Education Integration Program (PPKI) teachers from eight schools in Seremban, Negeri Sembilan. The instrument used in the questionnaire was adapted from the Curriculum Indicators Survey (CIS) by Salle (2013) and was tested using Alpha Cronbach. Data were analyzed using descriptive statistics, percentages, frequency and mean to obtain the information needed to answer the research questions. The findings show that there is a higher implementation of IEP in the curriculum (M = 3.96, SP = 0.80). This study shows that teachers perceive that the implementation of IEP affects the development and ability of students with special learning needs. In conclusion, teachers play an important role to plan and implement IEP according to the each student’s abilities, strengths and weaknesses.