IEP Process Research Articles

Special Education Experiences of Parents/Guardians of Children with Emotional and Behavioral Disabilities

ABSTRACT The present document reports a qualitative study that examined the perceptions of parents and guardians of students with emotional and/or behavioral disabilities (EBD) regarding (a) obtaining special education services for their child, (b) the IEP process and implementation, and (c) home–school collaboration and partnerships. Ten participants from the United States completed interviews which were analyzed using grounded theory methodology to develop an emerging theoretical model describing their experiences. In general, parents and guardians who perceived schools to be responsive to their concerns and the needs of their children discussed trusting relationships with educators, positive experiences with IEP development and implementation, and student skill development. Parents reporting positive experiences and outcomes also discussed overcoming significant challenges to achieve them. Parents who perceived a lack of transparency regarding procedures and support options, an unwillingness or inability by schools to provide services, and failing to implement the agreed upon IEP reported high levels of stress and a general mistrust of educators. Parents also noted a number of barriers that constrained advocacy efforts, school practice, and home–school partnerships. We describe implications for practice and future research.

Teachers’ perspectives on parental participation in the Individual Educational Program for students with intellectual disabilities

This study sought to investigate the factors influencing parental participation in the IEP for students with intellectual disabilities from educators’ perspectives, while discerning any statistically significant differences based on gender, academic qualifications, experience, and training courses. The descriptive method was used, via a two-part questionnaire, with the first section collecting demographic information while the second part containing 24 items dealing with factors contributing to the activation of parental participation in the IEP for students with intellectual disabilities from teachers’ perspectives. The findings indicated factors that play a role in activating parental participation in the IEP process can be classified into three types: factors related to parents, the teacher, or the educational institution. This study highlighted the importance of teacher awareness regarding the benefits of parental participation in their children’s IEPs. No differences were found between male and female teachers regarding the factors contributing to the activation of parental participation in the IEP. Conversely, significant differences were found by qualification. Teachers who had attained PhDs proved to be more aware of the factors contributing to the activation of parental participation in the IEP. The findings of the study will provide educators and parents with information regarding parental involvement in the IEP process.

Effective Secondary Services in Transition-Age Youth With Disabilities: A Systematic Review of the Literature

Background:Youth with disabilities who have at least one paid work experience during high school are more than twice as likely to be employed after high school. However, barriers exist that limit work opportunities for youth with disabilities and subsequent entry to work as part of their adult lives.Objective:The study identified secondary education services that have been found to be scientifically valid and effective in improving transition to work of youth with disabilities.Methods:A scoping review was conducted of secondary services provided to transition-age youth with disabilities associated with employment outcomes. The final full-text review consisted of 30 articles.Findings:Findings describe five major themes related to secondary education services associated with employment. These themes are work experience, independence and autonomy, IEP and transition planning process, student characteristics, and medical restoration services.Conclusions:These findings suggest that secondary education services are effective in improving the transition to work for transition-age youth with disabilities. Recommendations are made for educators, rehabilitation professionals, and school administrators to enhance the rates of youth with disabilities in finding and maintaining meaningful employment.

Challenges Encountered by Special Educators: Inputs for the Improvement of the Individualized Education Program

Education believes everyone has the potential to contribute toward positive results for learners with disability in which the individualized education program has become a cornerstone for its quality services. This study supports the 1975 adoption of the Educa- tion for All Handicapped Children Act (EHCA). Thus, this study aimed to determine the problems and challenges encountered by educators toward IEP development and will be valuable in crafting intervention procedures that could help teachers improve their individual IEPs. The study was conducted in 10 schools offering special education in Sarangani, Philippines. The study utilized purposive sampling with 40 special educa- tion teachers as the respondents of the study. The findings revealed that the teachers have the right attitude towards IEP. The teachers recognized they have difficulty with the IEP process though they know its importance and its impact on learners’ development. From the interview, it was found that teachers have sentiments on the improvement of IEP. They testified that they need instructional support and adequate training and highlighted that parent mentoring is of great priority. The study concludes that despite the challenges, teachers have the right attitude toward IEP development, and they work towards the development of all learners with disability.

Inclusive Education of Students With Intellectual and Developmental Disabilities and PK-12 Leadership: Introduction to Special Issue

Increasing equity and access to inclusive environments requires a complex intersection of people, policies, practices, and procedures at the state, district, school, and education team level. At the macro level, equitable systems change requires systematic investigation of the structural barriers embedded and perpetuated within the very educational system purported to help close the achievement gap for those who have been marginalized in our PK-12 education systems (Ryndak et al., 2014). At the micro level, change requires an examination of how individuals navigate systemic barriers.Focusing on issues associated with PK-12 education leadership and students with Intellectual and Developmental Disabilities (IDD) has the potential to address the deeply rooted critical inequities that students with disabilities face regarding access to quality education with same age-grade non-disabled peers occurring across the globe. The manuscripts in this special issue represent a multi-level system focus on inclusive practices and provide actionable recommendations for PK-12 leaders as they address issues of access and inclusion for students with IDD.Choiseul-Praslin et al. examine mothers' experiences in the IEP process. The findings indicate that PK-12 education leaders must make systemic efforts to empower mothers (and all parents and families) during the IEP process in order to improve parent-school partnerships. Similarly, three manuscripts in this issue highlight the need for PK-12 leaders to reconsider the content gaps for students with IDD and how access to school-wide structures is or is not provided to all students. Specifically, they highlight the need for instructional content and practices that provide opportunities to gain self-determination skills, access technology, and be a part of system-wide positive behavior supports.Fisher et al. present findings that demonstrate a concerning lack of digital access for students with IDD, which results in greater digital isolation and fewer opportunities for social interaction. Similarly, Zagona et al. address how students with IDD should and could be included in the school-wide positive intervention and behavior support (SWPBIS) systems. These articles include recommendations for how PK-12 educational leaders can support practitioners in providing fidelity in instruction, and access to content and structures that are lacking for students with IDD. They include policy, procedure, and practice recommendations that are particularly pertinent for PK-12 leaders as they focus on expectations for teacher training and school structures, and decision-making around investment approaches.Approaching sustainable change through a multilevel system-wide approach is also reflected in the policy implementation research of Cosier et al. included in this special issue. The authors found relationships between probability of placement and district socioeconomic status and size. These results present items for consideration for policy-makers and district leaders as they consider placement decisions for students with IDD as well as associated factors such as teacher and leader professional learning.Overall, the collection of articles in this special issue represent the multi-level system-wide approach to inclusive practices necessary for education leaders to consider as they move toward increasing equity and access for students with IDD. Considering this finding within the larger context of systemic and structural racism, classism, and ableism in our education systems (Annamma, 2018), it is vital that all components of the education system be scrutinized for structural policies, practices, and procedures that support an unbalanced power dynamic, especially one that continues to deny access to general education classes for students with IDD. This special issue presents approaches for consideration for PK-12 education leaders as they design and implement this important work.

Disney And The Magical World Of Writing; How Combining Creativity With Learning Disabilities Can Promote Academic Success

Through a Disney perspective, this author discusses how students can use creative strategies to cope with learning disabilities in secondary, post-secondary and even graduate levels of academic achievement. In particular, the paper will be presenting how the author, who has an infinity for “everything Disney”, chose to use both Disney Characters and Disney Song titles from movies and television shows, as a creative strategy in the organization of her master’s research thesis. The research study entitled “Why is it so hard to go a good thing? The Paradox and Dilemma of Parental Advocacy within the Individual Education Planning Process” took a qualitative, phenomenological approach to investigate the experiences of parental advocacy and to seek out macro/micro factors that may have contributed to positive or negative outcomes within the IEP process. The author used Disney song titles as an adaptive tool not only to help in the organization of the findings of the research, but also to help illuminate the phenomenological existential themes that were revealed through the analysis. The paper hopes to demonstrate that through the use of creative strategies in otherwise conventional academic expectations, students experiencing disabilities may increase the potential of achieving academic success.

Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process

Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process

Minority Parent Involvement In The IEP Process: A Systematic Model Approach

Minority Parent Involvement In The IEP Process: A Systematic Model Approach

Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process

Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process

The Law Student as Mediator IEP Project: Encouraging Legal Services Outreach in the Community and Empowering Families

ABSTRACT Determining appropriate special education services for children is a complex endeavor. The issues addressed do not always lend themselves to an amicable, streamlined process. Indeed, the arcane nature of the statutes and rules surrounding Individualized Education Programs, or IEPs, often seem at odds with a caregiver's eagerness to ensure academic success for a beloved child. Practical matters, too, such as financing for much needed services for the few while ensuring fair access to educational resources for all students, can set the stage for miscommunication, mistrust, and bad or hurt feelings on both sides of the table. Meanwhile, children waiting for services languish. Further, because lack of funds tends to be a key issue for families, there often is a dearth of effective advocacy available to help the process move efficiently and appropriately forward. Meanwhile, legal education is in a constant struggle to provide practical, meaningful, and concrete experiences that allow students to delve into the everyday practice of law. This paper explores how one program, the IEP Project out of WMU Cooley Law School, helped law students hone their advocacy and dispute resolution skills while assisting parents and school administrators through the IEP process. Their goal was to create a calm and efficient process that culminated in the student involved receiving appropriate accommodations and services. Additionally, this project exposed law students to the most at-risk members of their communities and worked to inspire some to continue to serve that population as legal professionals.

IEP process and team collaboration of the Early Childhood Special Educators

IEP process and team collaboration of the Early Childhood Special Educators

Music Therapy and the IEP Process

Music Therapy and the IEP Process

Transition Assessment

Over the past decade, there has been an increased emphasis on transition planning for students with exceptional needs. This is in part the result of the mandates contained in the Individuals with Disabilities Education Improvement Act of 2004. This increased emphasis has revealed a number of shortcomings with how transition planning is done day-to-day. Transition planning can be improved, however, if assessment data serve as the foundation to the IEP process—including the determination of effective transition services. This article illustrates how to use a multitiered process, including screening, progress monitoring, and diagnostic assessment, to enhance students’ transition plans and positively affect the outcomes for persons with disabilities.

The IEP: Are Malaysian Teachers Ready?

In announcing UNICEF's Education Programmes in Malaysia, the Ministry of Education Malaysia (KPM) launched the Leaving No Child Behind; Individual Education Plan for Children with Special Needs Project in 2010. Although the policy is in place, its implementation has been slow and problematic. Previous studies have indicated that factors such as teacher attitudes, lack of training and knowledge, lack of parent support and time constraint serve as impediments to the actual implementation of IEP in schools. The purpose of this study is to examine the perceived role of those involved in IEP process and its implementation. Fourteen teachers, a head teacher and three parents were interviewed. Results of the interviews support earlier studies. The teachers indicated that while the IEP is important and useful, they need more guidance on how to develop a good IEP. They also reported that they lack support from school management and parents; and that preparing an IEP involves a lot of paper work and is time consuming. The study implies that it is essential that teachers are provided training and support to facilitate the acquisition of skills in order to provide services for children with different types of disabilities or special needs.

Demystifying the IEP Process for Diverse Parents of Children with Disabilities

Demystifying the IEP Process for Diverse Parents of Children with Disabilities

Promoting Self-Determination in Students with Developmental Disabilities

Promoting Self-Determination in Students with Developmental Disabilities

M. Cohen: A Guide to Special Education Advocacy: What Parents, Clinicians, and Advocates Need to Know

Clinicians who serve children with disabilities are often faced with, and sometimes caught up in, a confusing set of legal regulations that guide the implementation of special education services for these children. Parents and clinicians alike often feel ill-equipped to navigate the multiple steps and reams of paperwork that are often required to assist children who are entering or already involved with the special education system. A guide to Special Education Advocacy, by Matthew Cohen, is designed to assist families and professionals navigate this complex system. Written by an attorney, this book is intended for clinicians, parents, and other advocates of children with disabilities. Clearly written and well organized, the text focuses on the laws and rules that govern special education, while also providing a meaningful context to interpret these legal concepts. The book includes a brief introduction followed by 13 chapters that cover different special education issues and a final summary chapter. Three appendices follow the chapters. Appendix A lists useful web sites, Appendix B lists commonly used acronyms, and Appendix C includes several sample letters that parents can use when communicating with schools. Throughout the book, the author includes vignettes to provide a context for relevant legal issues. In addition, the author includes specific advocacy strategies in each chapter to increase the practicality of the text. The author begins by providing an up to date discussion of the legal protections for children with disabilities. He continues with chapters that focus on rules of eligibility and the process of initial evaluation and re-evaluation for special education. Chapter 4 is a discussion of the concept of free and appropriate public education and how this concept applies to the IEP process. The following chapters focus on specific special education services, the concept of least restrictive environment, private placement, behavior management, and transition planning. Chapter 10 is a useful discussion of procedural safeguards, mediation, and due process. Chapter 11 is an excellent discussion of the differences between IDEA and Section 504, a distinction that is too often confused by healthcare professionals and parents. In chapter 12, the author provides a psychological and political context for the special education system. Finally, in chapter 13 the author explains how federal laws and regulations are often interpreted differently at federal, state, judicial, and school system levels. As a psychologist who spends the majority of my time writing evaluation reports for children and their families, I have found A Guide to Special Education Advocacy to be quite useful in my clinical practice. I have recommended the book several times to families during feedback sessions to help them more adequately understand and navigate the special education system. I have also used this text numerous times during supervision sessions with psychology trainees at all levels. Readers of JADD may be disappointed that this book only briefly mentions autism (in the eligibility chapter). However, the author did include a section on specific advocacy strategies for this population. In summary, A Guide to Special Education Advocacy is a well written text that would find a useful place on the bookshelves of both clinicians and parents. I highly recommend it to the readers of JADD. D. Bodin (&) Department of Psychology, Nationwide Children’s Hospital, 700 Children’s Drive, Columbus, OH 43205, USA e-mail: doug.bodin@nationwidechildrens.org

Factors Related to Special Educators' Perception of the IEP Process

Factors Related to Special Educators' Perception of the IEP Process

Effects of the “I Can Use Effort” Strategy on Quality of Student Verbal Contributions and Individualized Education Program Participation With Third- and Fourth-Grade Students With Disabilities

The purpose of this study was to evaluate the effects of the I Can Use Effort strategy on the quality of student verbal contributions and IEP participation of third and fourth grade students with high-incidence disabilities. Using a multiple probe across participants design, results indicated a functional relationship between the I Can Use Effort strategy and the quality of students’ verbal contributions related to the IEP process and students’ learning strengths and preferences. The 5 lesson intervention improved all 4 students’ ability to express their learning preferences and contribute information in an IEP meeting. In addition, measures of social validity demonstrated the social significance and appropriateness of the intervention’s goals and procedures.

Advocacy in the IEP Process: Strengths-Based School Counseling in Action

As the number of students in schools receiving special education services rises, the need for advocacy for these students increases as well. Because school counselors already possess specialized tr...