Individualized Education Plan Research Articles

Policy Considerations for Twice-Exceptional Students

Policies for talented students with disabilities, or twice-exceptional students, exist in very few states across the country. Historically, families of twice-exceptional students have found most of their support though implementation of Individualized Education Plans (IEPs) or 504 Accommodation plans. Yet, there is no federal mandate for gifted education service provision; consequently, these students’ coexisting high abilities often are overlooked. We recommend states modify their gifted and talented policies to address specifically twice-exceptional best practices in identification, such as using universal screening methods tied to curriculum interventions, and intervention, such as creating Gifted Individual Education Plans in conjunction with IEPs. These methods outline not only service provision for one’s disability but also specify methods for developing talent among twice-exceptional youth.

Asset-Based Health Care for Children With Severe Neurologic Impairment.

Asset-Based Health Care for Children With Severe Neurologic Impairment.

A Study on the Translatability of the Developmental Assessment Report into the Individualized Education Plan in the Philippines

ABSTRACT The Special Education Process (SEP) demands the collaboration of various professionals and personalities to create the Individualised Education Plan (IEP), beginning with the evaluation conducted by clinical psychologists, psychiatrists and in this study, developmental paediatricians. Assessments acts as a keystone document, serving as basis for determining placement levels, student support requirements and depth of academic training to be implemented. With inclusion gradually being implemented in the Philippines, the study sought to determine the translatability of the assessment report produced by developmental paediatricians into the IEP. The study used documentary analysis of 50 individualised education plans derived from the assessment reports of 10 different developmental paediatricians. The documents were analysed to determine the presence of components needed to refer to in making the IEP. The data shows that the assessment reports have four components, namely profile, present level of condition, report and recommendation. These components can be used as reference material in creating the IEP, and as a basis for a structured approach in creating the document. However, the study also shows how the report content and structure slightly differ for each other, making some of the reports easier to refer to compared to others.

장애아통합어린이집 유아특수교사와 특수교육 관련서비스 전문가 간 협력적 팀 접근 경험 및 인식

The purpose of this study is to examine the experience and perceptions of the collaborative team approach and how to support the needs of early childhood special education teachers and related service personnel to implement effective Individualized Educational Plans (IEPs). In this study, a focus group interview was conducted with six special education teachers working at national inclusive daycare centers and special education-related service personnel who have experience of collaborating with special education teachers while working at therapeutic institutions for young children with disabilities. The results demonstrate that nine upper categories and 18 lower categories were derived in the special education teachers’ group, and nine upper categories and 21 lower categories were derived in the related service personnel groups. In terms of the collaborative team approach, there was a difference in perception and experience of IEPs between both groups. With regard to IEP implementation, both groups had experienced difficulties with communication and support, while they expected each other to support their roles as information providers for the development of young children with disabilities. In addition, the results also highlighted that efforts are required to acknowledge each other’s expertise, building a cooperative network, and institutional improvement in order to implement a collaborative team approach. This study is meaningful because it not only identifies experiences and perceptions of collaborative team approaches between special early childhood education teachers and related service personnel for effective IEP implementation, but it also examines how to enhance the collaborative team approach and make improvements to practice and agreed education.

Inclusion of Individuals with Special Educational Needs to the Education Environment of Institutions of Vocational (Technical and Vocational) Education: the Experience of Developed Countries and the Situation in Ukraine

The process of inclusion involves the comprehensive involvement of students with special educational needs in the educational environment of a vocational (technical and vocational) education institution (hereinafter – V(VT)E), which is the basis of inclusive educational environment. Developed countries, in particular the countries of the European Union, make a lot of efforts to create an inclusive educational environment in P(VT)E institutions. Individuals with special educational needs (hereinafter – SEN) are fully included in the educational environment of P(VT)E institutions in the EU countries. For all institutions, a single educational program for obtaining P(VT)E is used, with the possibility of its individualization for students with SEN. In the vast majority of the considered countries, special support programs for applicants with SEN are operating. All individuals with SEN, according to individual needs, study in main (ordinary) V(VT)E institutions, in specialized V(VT)E units as part of the main institution, and in specialized V(VT)E institutions. An individual educational program is drawn up for each applicant with the SEN, which contains detailed information about the qualifications that such a person must acquire, an individual educational plan, the necessary teaching aids, preparatory and rehabilitation instruction and instructions, as well as a list of social services provided to the applicant(s) during studies. In Ukraine, students with SEN study in mixed inclusive groups in regular V(VT)E institutions according to specially developed educational programs. A team of psychological and pedagogical support works in the V(VT)E institution to support such individuals. Currently, there are active processes of inclusion of students with SEN in the educational environment of the V(VT)E institution. The pedagogical community believes that students with SEN, regardless of age, can master any skills of their choice, and does not agree that a student who misbehaves should be excluded from the V(VT)E institution. At the same time, there is a problem with the accessibility of V(VT)E institutions, because not all institutions are adapted to the visit of students with special needs. In order to improve the existing situation and achieve comprehensive inclusion of the SEN axis in the educational environment of V(VT)E institutions, it is necessary to: update morally outdated educational equipment; updating the content of educational programs in accordance with the individual needs of each applicant; increasing the level of popularization of V(VT)E among school-aged youth; expanding access to special teachers (for example, a sign language interpreter, a typhologist, a special education teacher, a psychologist); expansion of architectural accessibility of V(VT)E institutions; development of visual and practical teaching aids and educational literature for students with SEN.

발달장애인 평생교육 전문인력의 전문교사형 자격 융합(convergence) 요구

The purpose of this study was to analyze the needs of the professional teacher-type qualification level in fostering professional human resources for lifelong education for individuals with developmental disabilities. As for the research method, FGI was applied by forming five teams for each job type targeting professors, center directors, special teachers, rehabilitation counselors, and speech language pathologists in related fields. First, it was found that the function and context of the school should be reflected in the training of professional manpower for lifelong education for individuals with developmental disabilities from the perspective of professional teacher type. The sub-basins were analyzed for the disconnection of special teachers, diversified educational institutions, long-term approaches to the specificity of developmental disabilities, university-based leadership, road map structure among career-based institutions, one-time experience activities and simple educational opportunities, and interconnected culture of higher education and lifelong education. In the second upper category, standardization of curriculum guidelines was analyzed. Sub-bases include curriculum guidelines-based education program development and operation diversification, individual lifelong education plan (ILEP) document-based performance management, step-by-cycle learning system based on adult life cycle of individuals with developmental disabilities, and in-depth education according to adult life-based ecological assessment for individuals with developmental disabilities. As the third upper category, the evidence-based teaching -learning method was analyzed, and the application of special education evidencebased teaching and learning method linkage was analyzed as lower grounds. In the fourth upper category, differentiation from existing professional manpower qualifications and work competencies was analyzed, and the boundary of the repetitive tendency of special teachers’ work competencies and the expansion of educational competencies tailored to adults with developmental disabilities in the field of rehabilitation sciences were analyzed. According to the research results, it was analyzed that the level of professional teaching type is important in fostering professional human resources for individuals with developmental disabilities, unlike other types of disability, and to this end, measures such as university-based leadership were reviewed and discussed.

통합유치원에서 실행한 다운증후군 유아 AAC 지원 사례

Background and Objective: The purpose of this study was to explore effects of augmentative and alternative communication(AAC) intervention on communication, social interaction, and challenging behavior for a 5-year-old with Down Syndrome in an inclusive kindergarten. Method: Based on the assessment, individualized education plan team selected tools and symbols and established support plans. To support play and daily participation of the child, communication boards and picture cards using KAAC symbols were placed in the classroom for each activity. Prior to intervention, communication-partner training was conducted and AAC tools and vocabulary were modified four times during the intervention. When the child expressed his intention via AAC, his communication partner responded immediately with verbal feedback. Results: In terms of communication, first, the child's intention was clearly conveyed to the partner. Second, expressions of intention were elaborated. Third, vocabulary on various topics was used. Fourth, spontaneous speech was increased. In terms of social interaction, first, the overall frequency of peer interaction was increased. Second, direct interaction among peers and the child was increased. Third, the child actively participated in daily routines. In terms of challenging behavior, although it was different depending on an adult supporting him, the attention-seeking challenging behavior was slightly decreased. Conclusion: These results support AAC intervention for children with Down Syndrome in inclusive kindergarten that is modified continuously and implemented through activity-based embedded intervention.

Individual educational plans: Just a tool to immunise teaching from parental criticism?

Categorised as planning documents, individual educational plans (IEPs) purport to provide school-based instruction more closely matched to individual pupils’ skills and needs. The present study investigated the extent to which IEPs contain practically relevant suggestions for teachers to implement in practice. Based on a sample of 112 IEPs from Germany, the support proposals in these documents were examined. Results showed that about half of the entries consisted of conventional, content-specific methods to be carried out in school. In the average IEP, only 30 per cent of the entries contained content that deviated from the curricula for a particular grade level. Another large proportion of support proposals consisted of conventional but content-unspecific methods to be carried out in school. These proposals were mainly catchwords of generic differentiated instruction practices, signalling adequately personalised support towards to the IEPs’ readers but lacking sufficiently clear descriptions to ensure their implementation. Analyses of variance concerning specific contextual and structural characteristics of IEPs made it possible to assess the features of documents with higher potential informational value for teachers and support staff. Overall, most IEPs seem unlikely to fulfil their primary purpose. At the same time, there were indications about how they could be improved.

A Seasonal Analysis of Disparities in Academic Skills for Early Elementary School Children with Disabilities

Studies examining seasonal variation in academic skills for children have focused on learning loss or stagnation during the summer, particularly for students from low-income or minoritized racial and ethnic backgrounds. In this study, we expand the literature to focus on another student population that may be susceptible to summer learning loss: children with disabilities. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), we examined changes in the academic skills of children with disabilities—defined in terms of having an individualized education plan or receiving special education services—relative to peers without disabilities during the school year and summer months. Results indicate that inequality in learning rates between both groups tends to widen more during the early school years, particularly in kindergarten, than summer. One policy implication of the findings is schools may need to focus more on kindergarten transition for children with disabilities.

Effectiveness of the ABA Method and Individual Education Programs for the Treatment of Autistic Children: A Case Study

Applied Behavior Analysis (ABA) is a therapy based in the scientific study of learning and behavior. ABA applies the principles of learning and motivation from the analysis of behavior, for solving problems of everyday life. The goal of ABA program is the implementation and evaluation of systematic modifications of the environment to produce socially significant improvements for human beings. The main purpose of this study was to examine and to highlight the effectiveness of the ABA program in children with autism. For the realization of this study a single case designed is used. The subject of the study was a 3 years old male, diagnosed with Autism at 2 years old. Implementation of the intervention lasted 3 years. The ABA program and an Individual Education Plan is developed each year according to the child needs for the period 2018 -2021. The progress in achieving therapy goals was assessed using a Likert scale. At the end of each year the collected data are analyzed. After receiving for three years ABA therapy the subject made improvements in all goal areas. At the end of the program the subject of the study showed improvement of cognitive, language and social skills.
 
 Received: 8 February 2022 / Accepted: 16 April 2022 / Published: 5 May 2022

Diagnostic evaluation and educational intervention for learning disabilities

Learning disabilities (LD), also known as learning disorders, refers to cases in which an individual experiences lower academic ability as compared to the normal range of intelligence, visual or hearing impairment, or an inability to peform learning. Children and adolescents with learning disabilities often have emotional or behavioral problems or co-existing conditions, including depression, anxiety disorders, difficulties with peer relationships, family conflicts, and low self-esteem. In most cases, attention deficit and hyperactivity disorder coexists. As learning disabilities have the characteristics of a difficult heterogeneous disease group that cannot be attributed to a single root cause, they are diagnosed based on an interdisciplinary approach through medicine and education, such as mental health medicine, education, psychology, special education, and neurology. In addition, for the accurate diagnosis and treatment of learning disabilities, the diagnosis, prescription, treatment, and educational intervention should be conducted in cooperation with doctors, teachers, and psychologists. The treatment of learning disabilities requires a multimodal approach, including medical and educational intervention. It is suggested that educational interventions such as the Individualized Education Plan (IEP) and the Response to Invention (RTI) should be implemented.

The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools

Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy transformation have resulted in greater inclusion and stigma reduction. Changes to formal and informal identification processes have also increased the number of students accessing special education services. This conceptual paper examines the challenges arising from students’ changing learning needs, with a specific focus on the French classroom. Issues related to the Individual Education Plan, the formal identification processes, and the inconsistency inherent to special education terminology and teachers’ preparation concerning differentiated learning and resources in special education are explored. Further, employing Katz and colleagues’ (Hymel & Katz, 2019; Katz, 2013; Katz & Sokal, 2016) three-block model of universal design for an inclusive classroom as a framework, a case study from a French-language secondary school in Ontario, Canada, is examined to determine systemic gaps that need to be addressed to achieve the goal of fully inclusive classrooms that promote successful learning experiences for all students.

Professional Counselors’ Roles and Opportunities in Special Education Advocacy

Professional counselors are called upon by the American Counseling Association (2018) to advocate on behalf of clients and their families to empower them and facilitate treatment goal achievement. They may accomplish this advocacy work in a variety of ways, including the provision of education and support when external barriers prevent clients' access to valuable community systems and resources. Special education (SPED) represents one such systemic resource that many clients and their families interface, but the lack of knowledge of a family's rights in the individual education planning (IEP) process continues to hinder their participation and utilization of SPED services (Jung, 2011; Lo, 2012). In this article, we illuminate opportunities for clinical mental health counselors to adequately prepare client families for the SPED process and act on behalf of families to advance their children’s treatment progress, educational prospects, and lifelong success.

Barriers in Collaborative practice among SLP/Ts and Special Educationists Working in Special Education Settings.

Background: This study was conducted as an attempt to understand the pattern of collaborative behavior and the possible hurdles that Special Education (SE) teachers and school-based Speech-Language Pathologists/Therapists(SLP/Ts) might face, keeping them from efficiently meeting the Speech Language and Communication Needs(SLCN) of individuals in Special Education settings. 
 Objective(s): To investigate the needs of speech and language therapy service in special education settings.. To specify that the particular speech language and communication needs of an individual cannot be sufficiently met by one clinician alone. 
 Methodology: A comprehensive survey questionnaire was employed to attain a clear view of the similarities and differences between the groups of professionals, their understandings of terminology, spoken language indicators of SLCN, associated academic needs, behavioral challenges, and professional barriers to meeting the children’s needs.
 Results: Fluctuations in the response pattern for both groups were observed when it came to understanding of latest terminologies associated with SLCN, SLP/Ts were predominantly more aware of the terms than special educationists. Special education teachers were unexpectedly more aware of the academic and behavior features related to speech and language difficulties. However, training, advice as well as resource availability saw special educationists lacking whereas slp/ts showed a consistent pattern of having received the necessary training and resources. 
 Conclusion(s): A special education environment is designed to fulfill an individual’s needs, whether they be physical, sensory, cognitive or communicative and to achieve that goal, a compatible team of healthcare professionals and special educators is crucial. In this particular scenario, there is an impending need for both speech language pathologists/therapists and special educators to understand the prerequisites of each other’s role and more importantly how they can assist to provide better Individualized Education Plans(IEPs)(5), improve peer and staff interactions, prevent undesired behavioral interactions, evolve the academic experience and the therapeutic intervention necessary to enhance the quality of life of an individual with speech-language and communication needs.

Special education staff well-being and the effectiveness of remote services during the COVID-19 pandemic.

Since March 2020, many school districts across the country have employed remote learning procedures in response to the COVID‐19 pandemic. During the pandemic, schools continued to provide special education services, yet little is known about how services were adapted for remote or hybrid learning during the height of the pandemic in the United States. In the current study, 332 respondents completed a web‐based survey that asked what special education services were provided remotely, whether services were deemed effective, and how remote learning has influenced their well‐being. Most respondents identified as White (79.5%), females (92.4%), and worked as special education teachers (52.9%) and school psychologists (35.4%). In compliance with federal guidelines, most respondents continued to hold individualized education plan meetings, conduct assessments, and provide interventions and related services. There was a significant decrease in respondents' reports of efficacy and sense of school connectedness during remote and hybrid learning. Respondents' identification as a person of color, along with reports of higher school connectedness and self‐efficacy were positive predictors of their perceived effectiveness of remote special education service delivery. Recommendations are made for school districts to inform decisions regarding their approach to special education services and staff support during remote or hybrid learning.

Reproductive Health and Substance Use Education for Autistic Youth.

We provide an update on reproductive health education (RHE) and substance use prevention education (SUPE) participation for autistic youth compared with other youth with and without individualized education plans (IEPs) and 504 plans. The 800 000 autistic youth served by the US special education system need education to make informed decisions about reproductive health and substance use. Data were from the National Longitudinal Transition Study-2012, a survey designed to yield nationally representative estimates of the experiences of US youth. Autistic youth (n = 390) who received RHE and SUPE were compared with youth with all other IEP classifications (n = 4420), with a 504 plan (n = 350), and with no IEP or 504 plan (n = 980). All youth were ≥14 years old and able to self-report on a survey. Bivariate and multivariate regression analyses were performed for each group to identify characteristics associated with RHE and SUPE receipt. Autistic youth reported a significantly lower rate of RHE (47.4%) and SUPE (49.6%) inclusion versus students with no IEP or 504 plan (59.2% and 57.4%, respectively). Autistic girls were more than twice as likely to report RHE receipt than autistic boys (55.1% vs 45.9%). For autistic youth, no markers for receipt of SUPE were identified. Autistic youth are underserved when it comes to school-based RHE and SUPE, potentially undermining self-determination and leading to poorer lifespan health trajectories. Research and policy advocacy are needed to ensure that these youth have access to RHE and SUPE.

The Analysis of the Perceptions and Needs of Early Childhood Special Education Teachers for the Implementation of an Individualized Education Plan(IEP) Associated with a Play-based Curriculum

이 연구는 놀이 중심 교육과정과 연계한 개별화교육계획(IEP) 운영에 대한 유아특수교사의 인식과 요구를 분석하기 위해 유아특수교사 10명을 대상으로 심층 면담을 실시하였다. 연구결과 첫째, 유아특수교사들은 IEP에 대해 사전 지식이나 선행 경험에 따라 서로 다른 개념적 정의를 내리고 있었다. 둘째, 유아특수교사들은 특수교육대상유아에게 놀이 중심 교육과정을 표방하는 2019 개정 누리과정 적용의 당위성을 인식하였다. 셋째, 유아특수교사들은 놀이 중심 교육과정의 적용으로 인해 특수교육대상유아의 놀이에 대한 관점의 변화, 교수․학습 실천에서의 변화, IEP 수립 및 실행에서의 변화를 경험하였다. 넷째, 유아특수교사들은 놀이 중심 교육과정과 연계한 IEP 운영에 어려움을 경험하였으며, 이를 해결하기 위해 다양한 노력을 기울이고 있었다. 다섯째, 유아특수교사들은 놀이 중심 교육과정과 연계한 IEP 운영에 대해 유치원, 지역, 국가 차원에서의 개선을 요구하였다. 향후 IEP 목적과 성격의 규명, 교육과정과 IEP의 관계에 대한 재정립을 통해 놀이 중심 교육과정과 연계한 IEP 운영 방안의 제시가 요구된다.

Tailoring remote special education for children with down syndrome during COVID-19 pandemic in the Philippines

Down syndrome is the most common form of intellectual disability. However, there is a paucity of educational research focused on this vulnerable segment of learners especially in the present novel situation. This paper aimed to explore how teachers tailor remote special education for children with down syndrome amid the COVID-19 pandemic in the Philippines. It draws from a phenomenological qualitative study that collected information from online interviews with nine special education teachers handling children with down syndrome. The results revealed five themes: (1) contextualize individual educational plans; (2) meet sensory and movement needs; (3) emotionally connect with children; (4) communicate often with families; and (5) collaborate with community. This study provides practical insight into the enabling practices that teachers use to design the remote special education for children with down syndrome amid the current crisis.

Treatment of Children with Attention and Hyperactivity Disorders

ADHD is one of the most common disorders described, studied and treated over the last decade. Attention Deficit Hyperactivity Disorder is a massive psychological problem encountered in children 2-11 years old. The purpose of this paper is the identification of attention disorders and hyperactive behaviors in children, and the main causes of attention deficit hyperactivity disorder in children. Identifyig therapeutic treatments used to manage attention disorders and hyperactive behavior in children is also a goal of our article. The case study and qualitative analyzes were applied to conduct this study and to achieve some objectives such as: Presentation of the main problems that children with ADHD revealed; identification of the causes and factors that cause hyperactivity; exploration of the impact of early intervention of treatment therapies; identification of the role of the psychologist in the treatment of hyperactivity disorder in children. The instruments for data collection used in the study were: Case study; vertical grille observation; interview; focus groups. The results show that the treatment of children with ADHD, with Therapy and Individual Education Plans, improved the parameters of these children such are the improvement of motor parameters, cognitive training and communication training. Therapies and Individual Education Programs (IEPs) applied to children with attention disorders and hyperactive behavior positively affects their attention span, and management of their hyperactive behavior. Medication, Cognitive behavioral therapy, Psychotherapy and social behavior therapy, positively affect cognitive development and social skills, reducing hyperactivity, and focusing attention of children with ADHD.
 
 Received: 24 December 2021 / Accepted: 7 February 2022 / Published: 5 March 2022

Using Technology to Assess Individualized Education Plan Goal Progress During Virtual Learning

The purpose of this article is to provide practical, research-based strategies for using technology to monitor Individualized Education Plan (IEP) goal progress. Steps in the assessment process and progress monitoring strategies are provided to support educators in meeting the needs of students and to communicate the performance results with families. Case studies, resources, and sample materials are provided.