Individualized Education Program Research Articles

Advocating for Physical Education and Extracurricular Opportunities for Students With Disabilities

Physical educators, including adapted physical educators, are often called upon to advocate for their students with disabilities, their physical education programs, or themselves to affect change in practice or a student’s Individualized Education Program. These advocacy efforts are most effective when physical educators are knowledgeable about educational policies and legislative mandates, and how they can be applied to individual situations. This article provides key terms and reviews federal laws that impact physical education service delivery across the United States. Additionally, U.S. Department of Education policy letters and guidance documents from national organizations that support physical education and sport for students with disabilities are reviewed. Finally, the article presents common situations related to physical education along with resources stakeholders can use to address issues and advocate for physical education and extracurricular athletics for their students with disabilities.

An Investigation on the Opinions of Class and Guidance Teachers About the Challenges in Mainstream Education

Introduction: One of the most important factors in mainstreaming practices is the teacher. The role of the created class and psychological guidance, such as ensuring social cohesion between students with special educational needs and their peers, and the active inclusion of families throughout their life, cannot be denied. It is expected that the opinions and expectations regarding the inclusion difficulties and experiences of the classroom and guidance teachers working in primary schools in the province of Istanbul are reached. Method: In the study in which the case study model, which is one of the qualitative research methods, was used; semi-structured interviews were conducted with seven classroom teachers who have inclusion students in their classroom and six psychological counselor/guidance teachers who have inclusion students in their school. By applying content analysis to the data obtained from the interviews, the main themes and sub-themes were formed and the findings were reached. Findings: Research findings show that classroom teachers prepare the individualized education program (IEP) with the help of the guidance teacher. The school administration does not have enough information about the inclusion practice because the classrooms are crowded. Thus the teachers have difficulty in gaining academic skills, as well as finding and adapting appropriate materials for mainstreaming students. Counselors, on the other hand, state that the IEP development unit remains on paper, that all responsibilities related to IEP are assigned to them, and that the school administration does not cooperate on inclusion. In addition, both classroom teachers and guidance teachers stated that the communication and cooperation they established with the institutions where the student received support education was one-sided and they did not receive any feedback regarding the student. The fact that families do not accept their children's inadequacy, and do not have enough information about inclusion, is another finding that makes cooperation difficult for classroom and guidance teachers. Discussion: The findings obtained from the research revealed the necessity of the classroom and guidance teachers to be in cooperation with the school, family and stakeholders who provide support education to the students in the inclusive practice. This cooperation will enable the student's educational process to improve their learning better. It is recommended to conduct experimental studies based on school-family cooperation in similar studies.

Analysis of Literacy Content in IEPs of Students With Complex Support Needs

The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.

Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives

Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this exploratory survey was to find out how experts in the field of ESN describe the reasons why access to general education curriculum is important, the legal requirements for access to the general education curriculum, the meaning of access and the processes by which education teams can provide access, the ability to address individualized needs within the general education setting, and the barriers and facilitators of access. The findings from our thematic analysis of experts’ responses demonstrated strong agreement that “access to the general education curriculum” meant access to state-adopted general education standards; access to general education settings; and access to curriculum, teachers, and instruction that facilitate meaningful inclusion. In addition, themes related to why access is important generated thoughtful reflections on Individual Education Program (IEP) priorities for students with ESN. Barriers and facilitators are also described, as well as a discussion including suggestions for systemic changes.

The impact of structured education on knowledge and self-efficacy in type 2 diabetes mellitus patients

Patients diagnosed with Type 2 Diabetes Mellitus (T2DM) need to acquire knowledge and self-confidence to effectively engage in self-care activities. A structured education program has the potential to influence knowledge, self-efficacy, and self-care behavior. This study aimed to investigate the impact of education on the knowledge, self-efficacy, and self-care of individuals with T2DM. The research employed a quasi-experimental non-equivalent control group design with purposive sampling. The total sample size consisted of 60 participants, with 30 in each group. The intervention group attended a four-session T2DM structured education program conducted by internal medicine specialists, nurses, nutritionists, and pharmacists, while the control group continued with their usual monthly check-ups. The results of the independent t-test revealed differences in knowledge, self-efficacy, and self-care between the intervention and control groups in the post-test assessment. Education for T2DM patients was found to be effective in enhancing knowledge (p-value=0.000), self-efficacy (p-value=0.000), and self-care (p-value=0.000), making it a recommended component of self-management education to prevent complications. The implications of this study may assist hospitals in developing Standard Operating Procedures (SOPs) for implementing structured education programs for individuals with Type 2 Diabetes Mellitus as a means of enhancing patients’ management skills for T2DM.

Exploring Speech-Language Pathologists' Perception of and Individualized Education Program Goals for Vocabulary Intervention With School-Age Children With Language Disorders.

Among the varied roles and responsibilities of school-based speech-language pathologists (SLPs) are the planning and delivery of effective vocabulary intervention for students with language disorders. Despite the abundant literature regarding effective vocabulary intervention, practice patterns indicate that the research has not yet translated to practice. The purpose of this study was to examine SLPs' beliefs and expectations regarding vocabulary instruction and the content of Individualized Education Program (IEP) goals to better inform continuing education and research programs to generate lasting effects on SLP practices. We queried a national sample of school-based SLPs via an online survey regarding their perspectives on robust vocabulary instruction, vocabulary intervention practices, and IEP goal development targeting vocabulary skills for school-age children with language disorders. There was consistency across the sample for SLPs' beliefs about the importance and impact of robust vocabulary instruction. However, they reflected varied expectations about the vocabulary intervention they provide. Qualitative analysis of IEP goals for vocabulary reveals the range and frequency of strategies and intervention targets as an artifact of implementation of robust vocabulary instruction. School-based SLPs believe that vocabulary is important and have a strong understanding of the impact robust vocabulary instruction can have on reading and writing outcomes. SLPs in this sample had varying expectations regarding the way their instruction is implemented and generalized. Implications and limitations of these results are discussed. https://doi.org/10.23641/asha.25077992.

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.

Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs.

Under the Individuals With Disabilities Education Act, individualized education program (IEP) annual goals are required to enable students with disabilities to be involved in and make progress in the general education curriculum and to address other educational needs. This study reports findings from a content analysis of the annual goals in 88 IEPs for K-12 students with extensive support needs. Results reflect a lack of comprehensive academic content goals to promote involvement and progress in the general education curriculum, and limited opportunities for students to develop skills associated with self-determination. Findings also show a focus within goals on student compliance rather than the development of meaningful skills and knowledge. Implications for research and practice are provided.

Secondary Transition Interventions in Rural Communities: A Systematic Literature Review

Nearly 1 million students with individualized education programs (IEPs) live in rural communities in the United States and, to date, no reviews have examined the transition literature related to supporting students in rural settings. The purpose of this review was to examine transition-related functional skill interventions conducted in rural settings. We conducted a systematic review of the experimental literature and identified 19 articles. Interventions reviewed included transition curricula, skill-based interventions, or other interventions (e.g., occupational therapy, interagency collaboration). Few articles included substantive reporting on rurality or the effects of community context on intervention design and implementation. We discuss the paucity of rural transition research and provide recommendations for conducting and reporting future research. Understanding best practice for conducting transition interventions in rural settings requires a framework that considers how the multidimensional elements of a given community influence postsecondary needs and outcomes.

Student-Led Individualized Education Programs: A Gateway to Self-Determination.

The purpose of this study was to explore the experiences of I'm Determined youth leaders with learning disability who have enrolled in higher education within 1 year of graduating high school to better understand if and how their experience participating in the I'm Determined project led to their participation in their Individualized Education Program (IEP) meetings. The intent of the narrative inquiry methodology applied to this study was to create a unified story of collective experiences that described or explained the factors leading to participation in their IEP meeting. Although each of the eight narratives is unique to the individual, common themes emerged that were reflected in the literature and consistent across the time continuum of life before and life during participation in I'm Determined. One experience that was consistent was the importance of participating in and leading their IEP meeting. A narrative timeline led to our findings presented here within a continuum of experiences before and during participation in I'm Determined. We made the decision to present the findings in such a way that highlights common themes specific to IEP participation across moments in time while honoring individual narratives through supportive text from the data. This is a study of people's perceptions of their experiences best told by direct quotes from the participants. The IEP experience is just one component of the self-determination experience. This study provided insight into the educational experiences of the eight I'm Determined youth leader participants and examined the importance of both their participation in I'm Determined and the development of self-determination skills deemed essential to participate and lead their IEP meeting. Their unique perspective documented in this study served to both inform and push the field forward.

Go Team Go! Interprofessional Practice for Pediatric Feeding in the Schools.

The purpose of this clinical focus article is to discuss processes and procedures for building school-based programs to address the feeding and swallowing needs of students in the public-school setting. Interprofessional practice (IPP) team member roles and responsibilities, screening, eligibility, considerations for developing Individualized Education Programs that address the needs of students with pediatric feeding disorder (PFD) and dysphagia, as well as billing documentation requirements, are discussed. Additionally, coordination across the continuum of service delivery for students with PFD and dysphagia is investigated. Guidance on documentation, processes, and procedures that comply with the Individuals with Disabilities Education Act mandates will be provided. This clinical focus article will demonstrate that students with PFD and dysphagia continue to present to public schools and require skilled services and supports in order to meet their individualized needs. School-based speech-language pathologists have a legal requirement to provide these supports when deemed educationally relevant. Schools must employ processes and procedures that result in the timely and effective evaluation and identification of students with PFD and dysphagia. An IPP approach to the management of PFD and dysphagia is critical to ensure optimal outcomes for students found eligible for services.

Individualized Education Programs (IEPs): Best Practices for Tailoring Instruction to Meet Diverse Learning Needs

Individualized Education Programs (IEPs) are vital tools in the education system for meeting the unique learning needs of students with disabilities. best practices for developing and implementing effective IEPs to ensure that each student receives appropriate instruction, accommodations, and support tailored to their individual strengths and challenges. the purpose and components of IEPs, emphasizing their role in guiding instructional planning, goal setting, and progress monitoring for students with disabilities. It highlights the collaborative nature of the IEP process, involving educators, parents, students, and other stakeholders in decision-making to promote student success.

Welcome to the Destruction of Special Education in the Name of Ideology

ABSTRACT Special education stands at a pivotal juncture, confronting both existential challenges and transformational opportunities. The U.S. Department of Education’s Office of Special Education Programs (OSEP) is not upholding its mandate of promoting the Individualized Education Program (IEP). I underscore the centrality of the IEP in the Individuals with Disabilities Education Act (IDEA) and argue that the continuum of alternative placements (CAP) is essential for delivering individualized, intensive instruction that may not always be feasible in general education settings. The emergence of Disability Critical Race Theory (DisCrit) has added to the vulnerability of special education as a discipline. Special education is built on a long tradition of scientific research, and the unbridled assault by some DisCrit devotees on special education practices supported by research, such as positive behavioral interventions and supports (PBIS) risks denying students the benefit of effective treatments. Ultimately, advocates for students with disabilities must support IDEA and its core components.

Exploring the Structural Inequalities of the Individualized Education Program: A Dis/Ability Critical Race Theory Perspective

Disproportionality and inequity exist in the special education services that children receive based on factors such as race, geographic location, and resources of the school system. Overrepresentation and underrepresentation are both prevalent issues and can vary by region or school district and are likely due to multiple factors. Although several areas of special education services have been examined critically, one missing piece in the literature seems to be the writing and revising of the Individualized Education Program (IEP). The purpose of this paper is to examine the literature and background of special education services and the IEP, followed by an examination of the required portions of the IEP form and where the existing law might allow for implicit biases, specifically racism, to surface in the development of this program and its implementation.

Gather ‘round and listen close: Increasing responding to voices in children with autism

ABSTRACT We investigated the effects of a response-contingent pairing (RCP) procedure on responses to voices for preschoolers with autism spectrum disorder (ASD). The participants were 4 preschool males who attended full-day special education classes utilizing a behavior-analytic system of schooling. The participants were chosen due to (a) their low numbers of observing responses to voices during initial probe screenings for observing responses to different forms of voice stimuli, and (b) their slow rates of mastery of educational objectives in their Individualized Education Programs (IEPs). We used an iPad-based RCP voice conditioning protocol during which we taught the participants to touch a correct stimulus on a screen (a red circle) that would activate 10 s of either sung or spoken song lyrics or spoken storylines. The conditioning component involved a response-contingent pairing procedure; contingent on a correct selection response, the investigators immediately paired the voice output with preferred edibles and/or light, preferred physical contact for the entire interval. We employed a multiple probe design across participants for five observing responses to voices (OV) following the intervention. The results showed increases for all four participants’ OV responses. We explore future implications of research involving increasing preferences for voices, and discuss other potential dependent variables.

The Influence of Individualized Education Programs (IEPs) on Student Achievement

The impact of Individualised Education Programmes (IEPs) on student achievement is investigated in this study. We discovered that IEPs have a major positive impact on the academic achievement of kids with special needs through a mixed-methods approach that included surveys and interviews with educators and students. According to the results, individualised lesson plans are essential for meeting each student's unique learning needs and enhancing their overall performance. Customising instructional practices, family involvement, and the degree of teacher support are important aspects that impact how effective IEPs are. The study comes to the conclusion that, when implemented with sufficient resources and support, IEPs play a significant role in raising student achievement. These findings highlight the necessity of parents participating actively in the IEP process and of educators receiving continual professional development.

Perspectives on Practice: Student-Driven Individualized Education Program Practice: Collaborating with Young Students as Literacy Learning Agents

Providing student-facing templates, this article offers protocols for teachers to engage students with their Individualized Education Program goals during literacy lessons.

From Deficit to Difference: Understanding the Relationship Between K–12 Teacher Training and Disability Discussion

One major responsibility of K–12 teachers in United States public schools is to meet the needs of disabled students. While many preservice and in-service teacher training programs present educators with information related to service delivery as outlined in a student’s Individualized Education Program or 504 plan, they rarely address how to talk about disability with all students. This qualitative study examines 50 in-service teachers’ experiences related to disability training and explores the implications of this training on teachers’ disability discussion practices. Findings reveal that teacher training is primarily focused on compliance and “fixing” disability; training and prior experiences affect how teachers define disability; and training affects the framework that teachers use when discussing disability with their students. Based on the findings of this study, we offer recommendations to help programs reimagine training and view disability as a minoritized identity. Results of this study address a significant gap in preparing teachers for disability discussion.

Research on Problems and Countermeasures of Education Rights of Special Children Groups

This article explores the educational rights of children with special needs and the right to education for children with special needs is a crucial component of an inclusive society, advocating for inclusive education as a fundamental right, which delves into the unique psychological, physical, cognitive, and social needs of these children and emphasizes the importance of Individualized Education Programs (IEPs), assistive technologies, and community support. It delves into the unique characteristics and educational priorities of children with special needs, identifies the problems and barriers they face in accessing education, and proposes strategies and recommendations for improvement, it also highlights the progress made in policy and societal attitudes, along with the challenges that remain, particularly in resource-poor areas. Meanwhile, it discusses legal and policy barriers, societal attitudes, and infrastructure issues, proposing policy reform, innovative educational strategies, and increased community and family involvement as solutions. The article concludes by calling for ongoing research and advocacy to ensure that the right to education for children with special needs is fully realized.

Edukačné programy so zameraním na výchovu k zdraviu na primárnom stupni vzdelávania s akcentom na racionálnu výživu

The paper reflects the need for comprehensive, goal-oriented and innovative education in the field of health education at the primary level of education. Currently, health education is not a separate subject at the mentioned level of education, but its structure and content are intertwined with individual subjects. With the intention of this fact, we note the need for greater interest in health education, especially in emphasizing its health-promoting character. The individual educational programs mentioned in the article have the potential to become a guide to the effectiveness and structural integration of health education at the primary level of education. At the same time, in the paper we introduce and briefly characterize some educational programs supporting, above all, the field of rational nutrition.