Individual Education Plan Process Research Articles

Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans

ABSTRACTA study was conducted to explore the impact of professional development related to the individual education plan (IEP) process on teachers’ understanding and practices in the Republic of Ireland (RoI). This paper reports on part of that research, focusing on teachers’ collaborative practices in the IEP process. In the RoI, teachers working as special education teachers (SET) can avail of State-funded professional development through an award-bearing model provided by universities. The study combined survey of three cohorts of teachers who undertook this professional development course in one university with follow-up focus groups, observation and documentary analysis in five schools. Challenges to effective team functioning were identified in relation to the constructs of joint instructional work, communication, and values and ethics. Building on these constructs, this paper proposes a framework for developing competencies in collaborative practice for inclusion of students with IEPs with implications for practice and for teacher educators.

A social–cultural analysis of the individual education plan practice in special education schools in China

Objectives: The objective of this study was to gain insight into how Chinese special education teachers1 conceptualize individual education plan (IEP) and how IEP is implemented in their daily work.Method: Fourteen administrators and teachers from several special education schools in three metropolitan cities in China were interviews about their perspective of IEP and IEP practice at their work.Results: The results suggested that despite remaining concerns about the implementation of IEP Chinese teachers highly commit to the value of IEP. It is noted that the IEP process in Chinese schools is quite similar to that of US schools in terms of some major requirements and yet some adaptions are made given the different social–cultural context and that the IEP practice is influenced by a variety of factors such as schools’ policy, curriculum, and the paucity of educational resources.Conclusion: There is a need for developing a systematic guideline of IEP considering inconsistency of implementing IEP in schools. Improving teachers’ professional competence is critical to the effectiveness of IEP practice in China, and local governments should put in more efforts in ensuring adequate resource being provided to schools and teachers regarding the implementation of IEPs.

Experiences of Culturally and Linguistically Diverse Parents with Deaf Children during the Individualized Educational Plan Process

For effective educational and language planning for a deaf child, it is important that parents and the child, if they are old enough, understand their rights and the processes involved in developing an Individualized Education Plan (IEP). The IEP provides an important “road map” for deaf children to receive appropriate services for effective educational outcomes. This qualitative study focused on understanding the experiences, both positive and negative, faced by parents of deaf children going through the IEP process. To better understand parents’ experiences and perspectives, a grounded theory-based approach was used with a three-step systematic procedural analysis to identify themes, axial codes, and the core category. Based on the data analysis from the interviews, eight themes and three axial codes were identified, leading to the overarching theme of “giving parents a voice”. This study provides insights and recommendations to support parents, deaf children, and school personnel in regards to their understanding of an efficient IEP process.

Professional learning and the individual education plan process: implications for teacher educators

ABSTRACTPolicy and legislation internationally advocates curriculum access and inclusion for pupils with special educational needs. The individual education plan (IEP) process, which focuses on individual planning for pupils with special educational needs, has been mandated as a means of achieving this goal in many countries. As a concept it has been challenged in terms of its potential to perpetuate difference which is antithetical to inclusion. As a practice concerns have been raised regarding its development, implementation and review. In the Republic of Ireland (ROI) IEPs have been legislated for but not enacted. Nonetheless policy guidelines promote use of the IEP process and state funding supports teacher professional development in this area through an award-bearing model. This article draws on a mixed methods study to evaluate the impact of this award-bearing model on teachers’ professional learning, in the context of IEPs. Findings indicate enhanced teacher expertise for supporting curriculum access for individual learners. However collaborative practices to support contextualisation of learner goals into class planning and practice need to be addressed. This article argues for teacher educators to focus on enhancing teacher leadership and capacity building within schools to ensure that curriculum access is achieved within an inclusive environment.

Rethinking the Individualized Education Plan process: voices from the other side of the table

Parent involvement in the process of creating an Individualized Education Plan (IEP) is authorized under the Individuals with Disabilities Education Act, a federal law in the United States that ensures children with disabilities have the opportunity to receive a free appropriate public education alongside their peers without disabilities in the least restrictive environment. Yet much research has shown that parents often feel like outsiders during the process. To understand parent perspectives about how educators might help make the IEP process more collaborative and inclusive, this study collected qualitative data from 35 parents of students with disabilities who have worked to develop an IEP with a school team. Our findings provide insight into parent experiences and evidence that parents have many suggestions for how educators can improve the IEP process. In our discussion section, we provide educators with strategies to address parent suggestions.

Culturally and Linguistically Diverse Parents' Perceptions of the IEP Process.

Many parents of students with disabilities face barriers to meaningful participation in Individualized Education Plan (IEP) meetings; parents who are culturally and linguistically diverse (CLD) encounter additional challenges. Given the changing demographics of the United States and the central role of the IEP in special education, it is important for educators to be aware of and responsive to the experiences of parents who are CLD. This literature review examines nine recent studies investigating CLD parents’ perceptions of their role in the IEP process. Common themes include language barriers, cultural barriers, and insufficient information. Recommendations for improving the experiences of parents who are CLD focus on increasing the availability of qualified interpreters and supporting educators to engage in culturally and linguistically responsive practices.

Culturally and Linguistically Diverse Parents’ Perceptions of the IEP Process

Many parents of students with disabilities face barriers to meaningful participation in Individualized Education Plan (IEP) meetings; parents who are culturally and linguistically diverse (CLD) encounter additional challenges. Given the changing demographics of the United States and the central role of the IEP in special education, it is important for educators to be aware of and responsive to the experiences of parents who are CLD. This literature review examines nine recent studies investigating CLD parents’ perceptions of their role in the IEP process. Common themes include language barriers, cultural barriers, and insufficient information. Recommendations for improving the experiences of parents who are CLD focus on increasing the availability of qualified interpreters and supporting educators to engage in culturally and linguistically responsive practices.

Facilitating Quality Language Interpretation for Families of Diverse Students With Special Needs

As the nation as a whole becomes progressively more diverse, increasing numbers of children from linguistically diverse backgrounds are served in special education programs. Ensuring that appropriate educational services are developed for these students in collaboration with their family members as equal participants on school-based teams necessitates high-quality language interpretation during the individualized education plan process and beyond. In this article, the authors describe basic types of language interpretation errors and provide examples of how these can surface during an individualized education plan and other school-based meetings. The authors then discuss how school-based teams can facilitate accurate and quality language interpretation through implementation of research-based, best practice recommendations that reflect Individuals With Disabilities Education Act principles and components of collaborative professional–family partnerships.

Implementation of children's rights: what is in ‘the best interests of the child’ in relation to the Individual Education Plan (IEP) process for pupils with autistic spectrum disorders (ASD)?

The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children. Implementation of children's rights in practice is necessary to maximise their potential to improve the lives of children. This paper presents an argument for the importance of giving meaning to the implementation of children's rights in the Individual Education Plan (IEP) process for pupils with autistic spectrum disorder (ASD) in Ireland. The study, on which this paper is based, was conducted in two stages using both qualitative and quantitative approaches. The first stage focused on the development of a set of indicators for the IEP process based on a children's rights framework and informed by the perspectives of children, parents and teachers, alongside the literature on best practice on IEPs. In the second stage, a survey questionnaire was designed, based on the children's rights indicators, to evaluate current IEP practice in Ireland for pupils with autistic spectrum disorder. This article outlines the development of a set of indicators for the IEP process. It also presents findings of the survey which evaluates current practice in relation to the IEP process for pupils with ASD in Ireland. The article focuses specifically on Article 3(1) of the United Nations Convention on the Rights of the Child (UNCRC) which stipulates that in all actions concerning children, ‘the best interests of the child shall be a primary consideration’.

Monitoring Progress using The Individual Education Plan for Students with Autism

The Individual Education Plan (IEP) is a written document specifically developed for students with disabilities. It contains learning objectives for the student, including facilities and resources needed to achieve these objectives. This study investigated the IEP process carried out in an autism learning laboratory established in a local university in Malaysia. Specifically, this study investigates the objectives set for the students and their achievement of these objectives. IEPs were developed IEPs for 10 students with autism who are studying in this laboratory. Results showed that students’ achievement ranged from 40% to 100% of their IEP objectives.

Gary Mayerson: How to Compromise with Your School District Without Compromising Your Child: A Field Guide for Getting Effective Services for Children with Special Needs

Mayerson’s book provides a solid foundation for parents and providers who are working with school systems to develop effective intervention programs for children with special needs. Written by a lawyer with a practice dedicated to representing children with autism and developmental disabilities, the primary objective of the text is to prepare parents for the potentially adversarial process of developing an appropriate individualized education plan (IEP) for a child with special educational needs. Introducing the topic, the author begins by helping the reader understand the perspective and pressures of school systems in trying to manage an ever growing population of children with special education needs in the midst of limited staff and constant budget pressures. It provides perspective from parents, educational specialists, and individuals within various school district special education departments to provide insight into why developing an IEP is often so challenging. Through case examples, the text also helps parents understand their legal role in the IEP process and the value of their input in ensuring the IEP is appropriately tailored to their child. Mayerson helps parents prepare for potential pitfalls at IEP meetings by helping them prepare themselves to best advocate for their child and to anticipate how the school district may respond to their questions. The text touches on a wide variety of relevant topics, such as the importance of thorough documentation of your child’s progress, the legal distinction of ‘‘maximizing’’ a child’s potential and an ‘‘appropriate public education,’’ and communication with the school district. It provides insight into how partial or inaccurate documentation may impact the services a child receives and, therefore, the importance of inspecting and maintaining an accurate educational record. It also explains little discussed concepts, such as parents engaging in ‘‘inequitable’’ conduct, through which an IEP hearing officer could remove previously approved services. A substantial chapter is dedicated to the IEP meeting itself. This chapter discusses what may seem to be mundane, but in fact are quite important topics, including dressing appropriately, managing the IEP meeting agenda, determining whether key players will be in attendance, and getting essential questions answered. A discussion of various strategies to challenging the school district’s IEP recommendations is also offered. Mayerson presents general strategies for IEP meetings, such as whether to bring your lawyer to the meeting and when to request an outside evaluation. Other chapters are dedicated to enlightening the reader about educational concepts such as the Least Restrictive Environment, extended school day/ school year, and mediation. While this guide provides a good introduction to the IEP process, along with some perspective on the tenor and potential acrimony that is present in some IEP meetings, it focuses less on what makes a good IEP. There is also very little discussion of how to develop appropriate and welldefined educational goals, how to best monitor a child’s academic progress, or prioritization of educational goals when confronted with a child who has complex educational needs. Most of Mayerson’s legal work involves advocating for children with autism spectrum disorders, and the illustrations given in the text nicely reflect this experience. I would recommend this book to anyone preparing for their first IEP meeting, particularly if they have any reason to expect the process to be contentious. D. O. Black (&) National Institute of Mental Health, Pediatrics and Developmental Neuroscience Branch, National Institutes of Health, 10 Center Drive MSC 1255, Building 10, Room 4N208, Bethesda, MD 20892-1255, USA e-mail: blackdavid@mail.nih.gov

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 training beneficial to all stakeholders in the special education process, the potential for school counselors’ role in the Individualized Education Plan (IEP) process is quickly increasing. This article addresses how school counselors can collaborate with teachers and special education teams in the IEP, 504 plan, and other student support team processes. School counselors can model positive communication and assist the team in identifying student and environmental strengths while also increasing family involvement. Specific ways that school counselors can collaborate with planning teams are discussed and direct links are made to Strength-Based School Counseling (Galassi & Akos, 2007) and the ASCA National Model® (American School Counselor Association, 2005).

Response to June Boyce-Tillman, "Towards an Ecology of Music Education"

Response To June Boyce-Tillman, “Towards an Ecology of Music Education” Elizabeth Bauer June Boyce-Tillman explores the values implicit in the Western musical traditions that also dominate music education. She examines the five interlocking areas of materials, expression, construction, values, and spirituality and how these areas create a more holistic way of conceptualizing the musical experience within music education. By describing the divide between the values of system A and system B, Boyce-Tillman reminds us that these issues are persistent and demand our constant attention as music educators. She supports the conviction that music [End Page 186] curricula should not be dictated by a national curriculum. Instead, education should be a powerful way of supporting the dominant value system of a culture. As an educator focusing on the population of students with special needs, I find myself agreeing with her advocacy of holistic education and suggest that she look at the model of special education to implement this ecology of music education. Boyce-Tillman's proposal evokes a number of responses, of which I will mention two. My first response is to her belief in the individual within the community. This is often problematic in current educational circles. States and countries are being held to standardized curricula. While in and of themselves standards are not bad because they set educational expectations, dictated curricula do not allow for individuality and creativity. Special education addresses this problem by the use of an individualized education plan (IEP). This plan is devised to meet the abilities and capabilities of each individual student. An IEP states the educational goals for the student with special needs for one academic year. Although the IEP contains year-long educational goals, it also contains the methods for how a student will meet those goals. No two students with special needs will have the same educational curriculum. This idea is supported by humanistic ideas in that the individual child is more important than a fixed curriculum. Furthermore, the IEP is developed by all teachers working with the child. For example, a child with Down syndrome normally works with a speech therapist, physical therapist, occupational therapist, general education teacher, and several other subject specific teachers (music, art, physical education, and so on). During the creation of the IEP, all therapists and teachers work together to devise the best educational plan for the student. This helps to ensure continuity between therapies and teaching methods. Currently, many music teachers are excluded from the process of devising the IEP. This also supports Boyce-Tillman's ideas on how national curricula often support the dominant value systems and reinforce the notion of subjugating other value systems. However, I propose that the inclusion of the music teacher in the IEP process because music class is one of the easiest ways to make the student with special needs feel part of a community. The music classroom supports the idea of working together to accomplish a common goal. My second response relates to the valuing of process. While Western culture has typically placed value on product, the converse is true in special education. Throughout the devising of the IEP, the process of learning is valued. Although special education teachers have an ultimate goal for what the student is to accomplish, it is more important to examine the process of how the student achieves that goal. Furthermore, students with special needs are not given rigid time-lines in which they have to accomplish a goal. Instead, a student is allowed to move at his or her own pace. [End Page 187] Moreover, while the students with special needs are moving at their own pace, they are also nurtured by the teacher. In the United States it is common for students with special needs to be educated in the classroom with their nondisabled peers. This is referred to as inclusion. For certain parts of the day, the students with special needs may leave the regular classroom and receive tutoring in certain subject areas by the special education teacher. Many teachers who do not have experience in teaching students with special needs have noticed how the students with special needs achieve more when they are with their special education...

The Regular Educator's Role in the Individual Education Plan Process

Click to increase image sizeClick to decrease image sizeKey Words: individual education planIDEAspecial education Additional informationNotes on contributorsMary Konya WeishaarMary Konya Weishaar is an associate professor in the Department of Special Education and Communication Disorders at Southern Illinois University, in Edwardsville.

Beyond Our Borders: Spanish-Dominant Migrant Parents and the IEP Process

Numerous issues and challenges are associated with quality service provision for Hispanic students. A longstanding challenge for many special education personnel is how to appropriately involve Spanish-dominant migrant parents in the entire Individualized Education Plan (IEP) process. Despite the historical nature of this concern, little information is available regarding conventional and unconventional strategies for increasing parent involvement. Recent demographic trends indicate that this information is increasingly pertinent for special education personnel operating in rural/agriculturally-based school districts. Twelve recommendations are presented which have proven effective for increasing Spanish-dominant migrant parent involvement in the IEP process.

Special educators' perceptions of parental participation in the individual education plan process

Special educators were queried about their perceptions of parent involvement in the individual education plan (IEP) process. Specific research questions focused on parents' participation level and their role in the IEP process. One hundred forty-five special education teachers, of all disability categories and from 6 states, were surveyed. Results showed a diversity of opinion over practices, processes, and attitudes regarding the IEP process, despite their purported familiarity since the inception of PL 94-142.