Individualized Education Program Research Articles

Rehberlik ve Araştırma Merkezlerinde Tanı, Değerlendirme ve İzleme Süreçlerinin İncelenmesi: İşitme Kayıplı Çocuklar Örneği

Introduction: The study aims to reveal the function of diagnosis, evaluation, and monitoring processes in Guidance Research Center (GRC) on children with hearing loss. In addition, it examines whether there is a difference between the applications of GRCs and the reasons for possible differences.Method: The study is designed as a descriptive case study, including semi-structured interviews, document analysis, and reflective diaries for the researcher's observation. The research data collection process was carried out in GRCs in two districts of a medium-sized Central Anatolian city. 13 teachers from two GRCs participated in the research.Findings: The data analysis showed that the findings pointing to the functioning of GRC processes were grouped under seven themes: Opinions on diagnosis, evaluation, referral, placement, monitoring process, individualized education program (iep) and report renewal, problems experienced in GRC processes, and suggestions for GRC processes. The prominent findings can be exemplified as the lack of cooperation between the hospital and the GRC, the inadequacy of the evaluation forms, the lack of materials, the failure to provide the physical conditions suitable for the evaluation, and the attempt to monitor with annual reports.Discussion: The function of diagnosis, evaluation, orientation, placement, and monitoring processes and the problems experienced in these processes were compared with previous literature.

Multilevel Risk and Protective Factors for Frequent and Nonfrequent Past-30-Day Marijuana Use: Findings From a Representative Sample of High School Youth.

Research has identified many factors associated with past-30-day (P30D) marijuana use among youth but has not assessed factors that may differentiate youth who use frequently from youth who do not. We took a multilevel approach to identify and compare risk and protective factors associated with frequent and nonfrequent P30D marijuana use among high school students. Individual-level data were obtained from the 2019 Nevada Youth Risk Behavior Survey (completed by 4,980 high school youth from 99 schools); school-level data were obtained from the state's Department of Education. A multinomial, multilevel model was used to estimate the association between risk and protective factors at the individual and school levels and a three-level frequency of use outcome: no P30D use (0 times), nonfrequent P30D use (1-19 times), and frequent P30D use (≥20 times). At the individual level, other P30D substance use, exposure to adverse childhood experiences (ACEs), perceived ease of access, and perceived risk were associated with both frequent and nonfrequent use, but the relationships were generally stronger for frequent use. P30D nonprescription drug use and school connectedness were associated with frequent use only. At the school level, number of students with individualized education programs, number of incidents involving possession of controlled substances, and school type were associated with frequent use only. Individual and school-based interventions designed to address the factors uniquely or strongly associated with frequent marijuana use may prevent escalation from occasional use to more frequent use among high school youth.

Investigating Special Education Teachers’ Views on Mathematics Instruction Process: Sugesstions for Sustainable Special Education in Mathematics Instruction

This study aimed to explore the experiences of special education teachers’ mathematics instruction process and to present suggestions for sustainable special education in mathematics instruction. Seventeen special education teachers were interviewed in this study. Hence, a qualitative research design and content analysis were used. Three dimensions were considered in the interviews, including: teaching mathematics to students with disabilities in terms of teaching methods, manipulatives, and assessments; the mathematics curriculum; and challenges that special education teachers face throughout the process. According to the results, most teachers still use direct or explicit instruction based on the behaviorist approach. All participants stated that they use mathematics manipulatives to help learners perceive mathematical concepts. They also use Individualized Education Programs to assess their students. Participants stated that every disability group and every child need to be considered uniquely since their disabilities and levels vary. Participants also said that they are only able to teach numbers, addition, and some basic geometric shapes due to time insufficiency and crowded classrooms. Almost every participant stated that insufficient time and teacher shortage are the biggest problems of the system. The study has limitations or weaknesses. In this study, since the interviewing method was used, and the findings are the extent of what the participants have indicated, and the statements of the participants are limited to what she/he explained to the researcher. In the study, it is suggested that mathematics teachers and special education teachers should cooperate. In addition, suggestions are made, such as conducting experimental research studies to see the most efficient way to teach mathematics in homogenous groups. Finally, future researchers are advised to focus on the possible consequences of applying constructivist learning theory.

Design Research in Learning Loss Recovery to Prevent Students’ Dropouts in Loei Primary Educational Service Area Office 2

The coronavirus disease 2019 (COVID-19) outbreak has caused dramatic changes across the worldespecially students’ learning. The purposes of this research were to 1) diagnose students' learningrecession and group the students according to the problem condition and needs, 2) design and developan prototype for rehabilitation of learning recession, and 3) analyze the results of rehabilitation ofstudents learning recession. Quantitative and qualitative data were collected by 5 sets of research tools:1) Learning Recession Diagnosis Recording Form 2) Stress and Mental Health Assessment Toolkit 3)Innovation Prototype Design and Development Recording Form 4) Supervision Toolkit 5) ReflectionRecording Form in the academic year 2022. The participants were 152 affiliated schools selscted bypurposive sampling. Quantitative data were analyzed using descriptive statistics while content analysiswere used for qualitative data . The results showed that students were grouped into 3 groups: 1) Riskgroup 2) Recovering group and 3) Encouraging group. The students had problems with classattendance, learning behavior and academic skills. In addition they also had a family limitation. Theyneeded flexible and happy learning and digital literacy in order to create technology immunityincluding the individualized education program and drug prevention network. The developedinnovation consisted of 3 levels: district level, school level and class level. This was a short-termrecovering program, and long-term recovering program. The recovering program helped studentsbecame more ready to learn and stakeholders were satisfied.

Impact of the COVID-19 Pandemic on Instructional Experiences of Students With Intellectual and Developmental Disability

Students with intellectual and developmental disabilities (IDDs) were particularly vulnerable to the school closures that resulted from the COVID-19 pandemic. We sought to obtain a baseline understanding of the instructional experiences of students with IDD before March of 2020 to assess the nature and degree of the pandemic’s impact. We recruited caregivers of students with IDD to complete a survey of their children’s educational experiences across three time periods (before March 2020, Spring 2020, and Fall 2020). No caregivers reported that their children had experienced remote or distance learning prior to March 2020, and the majority reported their children lost access to instruction and related services outlined in their Individualized Education Program during Spring of 2020. We report additional findings related to instruction, attitudes, and skills. Implications for future research, practice, and policy are discussed.

Faktor-Faktor Yang Mempengaruhi Kinerja Sistem Informasi Akuntansi Pada Perusahaan Umum Daerah Air Minum (Perumda) Tirtayasa Kota Pekalongan

The purpose of this study to examine the effects of the organizational size variables, personal technical skills, training and education programs, support from top management, and user involvement on the accounting information system performance simultaneously or in part. Purposive sampling was used in this study.This study had 50 respondents in its sample. The employees of the Tirtayasa Pekalongan Water Supply Company who had been working for more than a year in the counter/cashier, bookkeeping, cash, IT, engineering, PM and direct billing, customer data and accounts, CS, and marketing were the subjects of this study.
 This study utilized SPSS 27 for the multiple linear regression analysis method of data analysis.This study demonstrated that the performance of accounting information systems was significantly influenced simultaneously by organizational size, individual technical ability, training and education programs, support from top management, and user involvement. However, the performance of accounting information systems was influenced in part by the organization's size, individual technical ability, training and education programs, and support from top management. In the meantime, user involvement had no significant impact on accounting information system performance. Simultaneously the organizational size variables, personal technical skills, training and education programs, support from top management, and user involvement had significant effects on the accounting information system performance, and with a coefficient of determination or Adjusted R Square of 93,2%. 
 Keywords: organizational size, personal technical ability, training and education programs, top management support, user involvement, accounting information system performance

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.

Legal Issues 101: Students With Disabilities

This article is the first in a series of "Legal Issues 101" topics addressing some common questions and misconceptions around the law and school health. In this article, the authors address frequently asked questions on topics related to the school nurse's role and their students' rights as it relates to the special education process, the individualized education program (IEP), and Section 504 Accommodation plans. Readers are encouraged to expand their knowledge on this multifaceted topic further using the resources and references provided within the article.

Noticing elementary students’ mathematical reasoning and diverse needs: investigating the impact of different noticing tasks

Providing equitable mathematics learning opportunities in inclusive settings requires pre-service teachers (PSTs) to strengthen their skills to notice students’ diverse needs and mathematical reasoning. However, helping PSTs develop noticing skills is not an easy task for teacher educators. In our study, we examined the impact of different tasks (i.e. a written artefact task, an interview task, and a video analysis task) on elementary PSTs’ skills to notice the mathematical thinking of students with diverse needs. Our findings indicate that the sequence of three different noticing tasks scaffolded elementary PSTs’ ability to interpret and respond to students’ mathematical reasoning and individualized needs. Particularly, the interview task supported PSTs in effectively and purposefully interpreting and responding to mathematical reasoning and the struggles of elementary students with diverse needs. To articulate our findings, we share cases of three PSTs interviewing elementary students: one who struggles in mathematics, one who has an Individualized Education Program (IEP), and one who has been categorized as gifted and talented. We discuss our findings in relation to previous research, share implications for mathematics teacher educators, and provide recommendations for possible future studies.

Is medical home care adequacy associated with educational service use in children and youth with autism spectrum disorder (ASD)?

BackgroundThe American Academy of Pediatrics (AAP) recommends medical home care for children and youth with autism spectrum disorder (ASD) for health needs. Children and youth with ASD also receive educational services for cognitive, social, and behavioral needs. We measured whether inadequate medical home care was significantly associated with current educational service use, controlling for sociodemographic factors.MethodsWe analyzed the 2016/2017 National Survey of Children’s Health (NSCH) on 1,248 children and youth with ASD ages 1–17. Inadequate medical home care was operationalized as negative or missing responses to at least one medical home component. Educational service use was defined as current service use under individualized family service plans (IFSP) and individualized education programs (IEP).ResultsInadequate medical home care was significantly associated with higher likelihood of current educational service use (aOR = 1.95, 95% CI [1.10, 3.44], p = 0.03). After adjustment, older children (aOR = 0.91, 95% CI [0.84, 0.99], p = 0.03), lower maternal health (aOR = 0.52, 95% CI [0.29, 0.94], p = 0.03), and children without other special health care factors (aOR = 0.38, 95% CI [0.17–0.85], p = 0.02) had significantly lower odds of current educational service use.ConclusionsInadequate medical home care yielded higher odds of current educational service use. Child’s age, maternal health, and lack of other special health care factors were associated with lower odds of current educational service use. Future research should examine medical home care defined in the NSCH and improving educational service use via medical home care.

Individualized Education Program (IEP) under Examination: A Literature Review of Systemic Flaws in Education for Students with Disabilities

Individualized Education Program (IEP) under Examination: A Literature Review of Systemic Flaws in Education for Students with Disabilities

Administration and Results of a State Alternate Assessment Based on Alternate Academic Standards in Science for Students Who Are Blind and Have Low Vision

Introduction: This study evaluated performance and engagement on the tactile science alternate assessment based on alternate academic standards (AA-AAS). This assessment was designed for students with significant intellectual disabilities and visual impairments (i.e., blindness and low vision). Four primary research questions guided this study. What were the demographic characteristics of the students who took the tactile AA-AAS-science? How did students who took the tactile AA-AAS-science perform? What accommodations, accessibility options, and communication strategies were employed in the administration of the tactile AA-AAS-science? Was there a correlation between any administration practices and improved student results? Methods: Thirty-four students with visual impairments and significant intellectual disabilities participated in the 2017 administration of the AA-AAS-science. Post-hoc analyses of the testing strategies were conducted using video recordings of each assessment. Videos were coded for accommodations, student performance, engagement, and appropriateness of the assessment for each student. Results: The tactile materials were the primary accommodation provided to students and were totally novel in 79.1% of the administrations. Students were not permitted to thoroughly explore materials. In many cases, the exam content was determined to be too difficult for the students. Discussion: This study supports the literature and suggests benefits in academic instruction for all students. For academic instruction to be meaningful, students need appropriate accommodations and consistent materials. Implications for Practitioners: Test administrators for assessments based on alternate academic standards should use familiar materials during a test administration, preferably the same materials used during instruction. It is also important for teachers to prepare students and allow for time to systematically explore tactile materials. Teachers can support students by including academic goals in the individualized education program.

СМЫСЛ НАСТАВНИЧЕСТВА В ДОШКОЛЬНОМ ОБРАЗОВАНИИ

The article clarifies the meaning of this concept, which in literature intersects with such concepts as a teacher, an educator, a mentor, a tutor, a leader, etc. The author sees in mentoring not a fashion, but an important trend, consisting in the reorientation of education to the individuality of the student, his/her independence and self-education, individual educational programs, joint activities with a teacher. To these characteristics, he adds an approach that involves solving a dual educational task – creating conditions (environment) for the formation of intelligence and the formation of a new image of a person (both sides of this task are specified based on the analysis of educational cases). The stages of the formation, development and completion of childhood and the associated features of mentoring are outlined. The early development of a child consists in the process of overcoming the inability to enter the world of adults and includes three fundamental moments – understanding, creating one's own world (reality), and the imitation of the adult life. An important area of preschool education is teaching techniques: reading, counting, drawing, modeling, correct reasoning, etc. Behavior is constantly becoming more complex, they learn many new ways of activity. It is at this stage that parents often begin to support the child less. He/she gradually moves to the independent behavior, the condition of which is the construction of “private” schemes, attributing certain characteristics to themselves, designing the world for themselves and seeing themselves in it. It is indicated that the mentor must ensure the creation of an environment for the formation of intelligence and for the development of a person. The image of such a person should be oriented towards a normal individual destiny, which implies life in harmony with oneself and participation in the salvation of life on earth.

Vyučovanie finančnej gramotnosti v regionálnom školstve

Increasing financial literacy in the population of children and youth is a prerequisite for preventing financial problems of individuals in adulthood. The larger part of the population will have the opportunity to learn about personal finance already during schooling, the higher the assumption that they will avoid complications related to money and property management in the future. The introduction of the issue of financial literacy into the curriculum, but above all into the state education programs, is the subject of research in the submitted paper. At the same time, it contains recommendations that were formulated with the aim of effectively introducing financial literacy into individual school education programs.

Перспективи визнання економічних спеціальностей і цифрової оцінки вченого в Україні

Scientific research on the prospects for the development of education and science in Ukraine in the context of European integration and information transformation is considered at almost every scientific conference and is present in government decisions of the Ministry of Education and Science of Ukraine. However, there are still many unsolved questions (and often debatable) about the prospects for recognizing economics specialties in the new system of adaptation to the International Standard for the Classification of Education, which requires detailed revision. Simultaneously, given the positive trends in the development of the digital economy in Ukraine, we believe that it is worth exploring the possibility of developing a methodological approach to the digital assessment of a scientist. The article considers the analysis of economics specialties that were enshrined in the system of higher education in Ukraine before 2015 and further on, taking into account adaptation to international standards. However, blind copying of foreign standards has buried alive the economic science itself, which was based on marketing, accounting and auditing, and finance. Therefore, the publication presents a graphical model of the relationship between economics specialties through the analysis of the fundamental understanding of its individual directions. It is also emphasized that it is necessary to enshrine in the economic science the specialty «Management (by kinds of economic activity)» at the master’s and doctoral levels of higher education. This can be justified by the fact that not all specialists in a particular sector of the economy (educators, employees of health care institutions, etc.), although they are professionals in their field, due to the lack of knowledge in various disciplines of management and economics, can be efficient managers. Management is one of the directions of economic science, the subject of study of which is the search for methods of rational organization of the production system on the basis of marketing, financial and accounting support for the creation and realization of consumer value and obtaining the planned profit. The number of higher education institutions in each region allows creating new and improving traditional educational programs directly for the specific features of regional business. Thus, further research should be aimed at studying individual educational programs of economic specialties in the regions of Ukraine in order to form a national strategy for the development of higher education for subsequent years. Regarding the development of scientific research in the context of the formation of a digital society, we propose to create a web platform for assessing the scientific activities of scientists based on the results of conferences, seminars or forums on the basis of the Ministry of Education and Science of Ukraine (MES) in cooperation with other educational and scientific organizations. The algorithm of actions should be as follows: an educational and scientific organization coordinates with the MES the relevant scheduled conference; a scientific platform is created on the website of the MES, where interested conference participants register personal pages and which are open to other registered participants; the latter send materials to the educational and scientific organization holding the conference; the educational and scientific organization forms a scientific manual in electronic format, each article of which is displayed simultaneously on the personal page of the conference participant; in the future, each registered participant may, if desired, express his own scientifically based comment and rate for this material (0–100 points). Therefore, further scientific research should be aimed at determining the classification criteria in establishing points for scientific material in accordance with the assessment «Excellent, can be implemented (90–100 points)» to «Unsatisfactory, requires significant revision (up to 50 points)».

Revisiting the formation of universal competencies of foreign students

Foreign citizens study at Russian universities according to educational programs in accordance with the Federal State Educational Standard, designed for pre-university training of Russian citizens. This is especially evident in the formation of universal competencies (UC). The identification and search for the solution to the problems that arise in this case determine the relevance of the research. We set a goal to determine how significant the differences were between the content of pre-university Russian and foreign education, which is necessary for the formation of UC-11 – citizenship and UC-9 associated with it – inclusive culture, using the method of comparative analysis. Documents on foreign education served as the material.When developing an educational program in terms of the formation of UC-11, universities take into account continuity with the general educational subject of social science, which Russian students study at a basic or advanced level. In this regard, the content of foreign education was assessed from the standpoint of the presence of the disciplines of the subject area «Social sciences». The analysis carried out showed their complete or partial absence in pre-university foreign education. Meanwhile, it turned out that the inclusive position of many foreign students, unlike Russian students, was practically formed. Thus, the university needs to develop individual educational programs for foreign students, providing for the expansion of the list of variable and optional disciplines, changing the ratio of contact work with a teacher and student’s independent work. The optimal form remains the previous or parallel development of a specially designed additional educational program.

Prader-Willi and Angelman Syndromes: Mechanisms and Management.

Prader-Willi syndrome (PWS) and Angelman syndrome (AS) are genetic imprinting disorders resulting from absent or reduced expression of paternal or maternal genes in chromosome 15q11q13 region, respectively. The most common etiology is deletion of the maternal or paternal 15q11q13 region. Methylation is the first line for molecular diagnostic testing; MS-MLPA is the most sensitive test. The molecular subtype of PWS/AS provides more accurate recurrence risk information for parents and for the individual affected with the condition. Management should include a multidisciplinary team by various medical subspecialists and therapists. Developmental and behavioral management of PWS and AS in infancy and early childhood includes early intervention services and individualized education programs for school-aged children. Here, we compare and discuss the mechanisms, pathophysiology, clinical features, and management of the two imprinting disorders, PWS and AS.

Ebeveyn Lensinden Bir Bakış: Üstün Yetenekli Çocukların Eğitiminde Hakkaniyet

Gifted children are unique in their parents, societies, and countries. All the services offered to them, including education, are critical. Therefore, specific plans are being prepared; considerable expenditures are made for their future. Science, and art centers (SACs), as one of the facilities established within this scope, have a unique place in the education of gifted children. These institutions are challenged by various infrastructural, managerial, and political difficulties. One of these is equity problems. In the current research, the equity problems experienced by gifted children during their education in SACs were discussed through the views of parents. Phenomenology, a qualitative research technique, was employed in the research. In this context, 15 parents whose gifted children were educated at a SAC in Elbistan district in Kahramanmaras province in Turkiye were interviewed. During the analysis, qualitative research software called MAXQDA 2020 was used. According to the findings, all participants are generally satisfied with the approach of SACs. However, gifted children experience various learning losses due to the pandemic, time, transportation challenges, and educational policies. The losses mentioned above also cause some equity problems. In other words, the educational services provided by the SAC discussed in the present research pose various issues in terms of equity. Participants think these problems will be solved by referring to individual education programs, coaching, parental education, and managerial expertise. However, the study's results make it possible to make inferences from different perspectives. It also includes suggestions for policy-makers, researchers, and practitioners.

Writing Instruction as an Authentic Context for Targeting Speech and Language Therapy Goals for Deaf and Hard of Hearing Children

Purpose: This tutorial describes how a speech-language pathologist (SLP) might incorporate writing-based principles into therapy sessions to target a variety of speech and language goals for deaf and hard of hearing (DHH) children in addition to writing. We present an illustrative example of one SLP's experience implementing Strategic and Interactive Writing Instruction (SIWI), an approach to writing instruction designed for DHH students, within a public elementary school setting. Method: We motivate this tutorial by first reviewing the literature related to the challenges for SLPs in targeting written language within therapy settings and then discuss writing and communication difficulties for DHH students. We describe the components of SIWI with illustrative examples of how one SLP applied these principles within her therapy sessions with DHH students. The SIWI instructional approach integrates well with the roles and responsibilities of an SLP in providing therapy across a variety of communication domains for the DHH students. This tutorial describes how the SLP scaffolds production of various morphological and syntactic linguistic structures as a natural part of cocreating text with her students. The highly interactive nature of SIWI allows for targeting pragmatic language goals with student–student and student–SLP interactions. Students also have opportunities for practicing articulation when generating or revising ideas for the cocreated text and when rereading the text. Conclusions: SIWI provides a framework to address DHH students' speech and language goals within authentic writing activities that may support increased generalization into classroom academic tasks. We provide suggestions about how an SLP can incorporate the principles of SIWI into therapy sessions to integrate writing instruction with the various speech and language goals they already target as a part of implementing a student's Individualized Education Program.

Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial

Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the Lexia® Core5® Reading edtech program (Core5) on the Measures of Academic Progress® (MAP) Growth Reading™ and easyCBM oral reading fluency performance of students with reading or language-based disabilities in Grades K to 5. Core5 systematically addresses multiple reading domains and previously was effective in general education. We hypothesized treatment students using Core5 would outperform controls on the reading assessments. This was a cluster randomized effectiveness evaluation, with condition assignment by school (three treatment and two business-as-usual control schools). Participating students in Grades K to 5 (N = 115; nTreatment = 65) were flagged by their Chicago-area district as needing reading intervention and had Individualized Education Program (IEP) designations of specific learning disability, speech or language impairment, or developmental delay. Treatment students used Core5 to supplement Tier 1 instruction for an average of 58.76 minutes weekly for 24.58 weeks. Regressions revealed treatment students outperformed controls on MAP (B = 3.85, CI = 0.57–7.13, p = .022, d = .24), but there were no differences for oral reading fluency. MAP findings confirm edtech can effectively supplement reading instruction for this population.