Individualized Education Program Team Research Articles

IEP Team Members’ Experiences On the Process Of Preparing Individualized Education Program In A Secondary School

Phenomenological design, one of the qualitative research methods, was used in this research, which was carried out to determine the experiences, opinions and suggestions of the stakeholders in the Individualized Education Program (IEP) development team during the IEP preparation process. Nine families, 20 teachers and a school administrator who were in the IEP team and took part in the IEP preparation process participated in the research. Researcher diary, demographic data form, observation and semi-structured interviews were used in accordance with the principle of data triangulation while collecting data from the participants. The data obtained from the participants were analyzed by inductive analysis method. The data were analyzed with the QSR Nvivo 11 package program. As a result of the research, it was concluded that families should be involved in the IEP development process, but this would be possible depending on some preconditions, and one of these preconditions was family education. It has been observed that the stakeholders in the team have developed a communication system based on information sharing. It was observed that the stakeholders had difficulties in the IEP preparation process due to reasons such as insufficient training on the process, insufficient knowledge about the process and laws, and inexperience. According to another result of the research, it was stated that it would not be appropriate for individuals with special needs to take part in the IEP preparation process, but they could be included in the process if certain conditions were met. In addition, as a result of the research, various suggestions were presented on deep research and applications for the IEP development process.

Reported Policies, Guidance, and Related Resources for the Determination of Special Education and Related Services

The Individualized Education Program (IEP) contains information that is critical to ensuring that a student with a disability (SWD) is receiving specially designed instruction as well as the appropriate related services and supports to make meaningful progress in the educational system. With varied practices across states, with some practices characterized by a formulaic approach rather than a student-centered decision-making process, the purpose of this review is to summarize the findings of currently available guidance related to determining the type and amount of special education and related services. This review aims to counteract practices that are not in alignment with the Individuals with Disabilities Education Act (IDEA), and to ensure that state and district guidance for IEP development promotes individualized development of special education and related services based on the unique needs of each student. The themes emphasize the importance of individualized, team-based, and flexible decision-making, the application of evidence-based practices, and ensuring clarity within the IEP. The article further presents the complexity of determining special education and related services while also recognizing the true constraints that exist and encroach upon student-centered and data-driven decisions made within IEP Teams.

Conflict Engagement for Individualized Education Program Team Members.

As professionals working in schools, we are often expected to function as teams to meet the unique needs of the children, youth, and families we serve. This provides us the opportunity to work with people of diverse experience, perspective, and expertise. In this context, we will encounter conflict. How we engage this challenge will ultimately determine what is possible. Conflict has the potential to be productive or destructive. Our individual and collective experience with conflict is based on the choices we make in our engagement of this shared experience. Ineffective conflict engagement practices will often compromise trust, erode social capital, and challenge psychological safety. This may result in individual and collective disengagement from the pursuit of a shared objective and be manifested in the avoidance of, and unwillingness to, engage critical complex challenges. We can individually and collectively adopt practices and develop skills for aligning our actions and speaking with what we say we believe that there is value in diversity of experience and perspective. New learning, innovation, and creativity are born in the context of conflict. Effective and intentional conflict engagement practices have the potential to build trust, build social capital, increase the possibilities for innovation and creativity, and improve the capacity to address complex challenges. We can learn to leverage conflict to better serve the needs of the children, youth, and families we serve. In this viewpoint article, we will explore the role of conflict in shared learning, innovation, and creativity in service of children with special needs.

A Collaborative Approach to Support Participation in Physical Recreation for Preschool Students with Multiple Disabilities: A Case Series

Aims: To evaluate a collaborative participation-based therapy approach for two preschool students with multiple disabilities from the experience of Individualized Education Program (IEP) teams, highlighting the perspective of the physical therapist. Methods: The phases of collaborative participation-based therapy were implemented: (a) collaborative relationships were developed and supported within the IEP teams, (b) collaborative meaningful physical recreation goals were developed for participation at school, (c) strengths and needs assessments using the “Collaborative Process for Action Plans to Achieve Participation Goals” were conducted with IEP teams, (d) participation-based interventions were provided, and (e) goal achievement and processes were evaluated. The use of technology for collaboration was encouraged. The physical therapist kept intervention logs and wrote reflective journal entries. Interventions adhered to COVID-19 regulations. Goal achievement was measured using Goal Attainment Scaling. IEP team members completed questionnaires on their experiences. Results: One student met their goal expectation, and one student exceeded their goal expectation. The students were engaged, and IEP team members’ experiences were positive. Conclusions: The use of participation-based therapy is meaningful, feasible, and acceptable to IEP teams. Team collaboration and flexibility were instrumental to successful implementation. Strategies to promote effective communication and the use of technology would support a participation-based therapy approach.

Opinions of Teachers Working in Special Education Schools on the Individualized Education Program Team

The aim of this study is to determine the views of teachers working in special education schools on the functioning of the Individualized Education Program Development Unit. The study group of the research consists of 15 volunteer teachers working in special education schools affiliated with the Ministry of National Education in the city center of Konya in the 2020-2021 academic year. These special education schools are schools for three disability groups: mental, hearing, and visual impairments. Schools with individuals with intellectual disabilities are of two types moderate, severe, and mild. A descriptive survey model was used to collect data in order to determine teachers' opinions. The data of the research were collected through semi-structured interviews. In addition, a demographic information form was prepared in order to obtain general information about the teachers. According to the results of the research, it was seen that Individualized Education Program Development Units were not established in schools, and when they were created, they did not function for their purpose.

Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs

Research has begun to identify the breadth and complexity of contextual variables that impact the opportunities, services, and supports students with complex support needs receive across different classroom placements. Indeed, as research has suggested, placement in and of itself may determine the schooling experiences of these students in ways that can enhance or constrain the outcomes of the educational process. This study examined an array of contextual variables in relation to four types of placement in which students with complex support needs might be placed for educational services by their Individualized Education Program teams. Placements were defined in terms of percent of the school day students had access to age-level general education classes, ranging between no access (separate school) to 80% or higher (“inclusive”). The investigation used surveys completed by a national sample of special and general educators and administrators. Completed surveys were obtained for 117 students with complex support needs across all four types of placement. The findings revealed potential relationships between a number of contextual variables and placement, suggesting that: (a) student opportunities and experiences vary systematically in relation to the amount of access they have to general education classrooms and (b) the application of the Least Restrictive Environment process, with its tacit endorsement of segregated settings and specialized programs, may in fact negatively impact the education of many of these students. Implications of these findings and future research needs are discussed.

Parents of children who are deafblind face challenges in fostering collaboration within individualized education program teams

Although active parent involvement is mandated as part of the Individuals with Disabilities Education Act (IDEA), parents continue to report dissatisfaction with Individualized Education Program (IEP) meetings. Despite increases in parent participation policy since the adoption of IDEA, the parent–professional partnership originally envisioned by lawmakers is arguably not consistent with practice. This is evident for all families with children who represent the 13 disability categories covered under the auspice of IDEA; however, because deafblindness is a low-incidence disability with a heterogeneous population, this study focuses on families with children who are deafblind. Parents of children who are deafblind have unique challenges before, during, and after IEP meetings. Professional knowledge about deafblindness is often lacking, thereby requiring families to gain and share knowledge on their own. The purpose of this phenomenological qualitative study was to gain an understanding of what leads parents to develop advocacy strategies, and how parents view collaboration. Fourteen mothers of children who are deafblind were interviewed about the unique and essential perspectives that they have concerning IEP team meetings and collaboration. The following questions were posed: RQ: What experiences lead parents of children who are deafblind to develop and use collaborative skills with their child’s IEP team? The challenges parents experience falls into two distinct themes: (a) challenges associated with the deafblind population in schools and (b) challenges with the IEP process. Parent views on collaboration are also discussed. Educators who read this study will better understand the unique experiences of parents of children who are deafblind in IEP meetings.

Preparing Families for Age of Majority: Five Considerations

Age of majority refers to when a state legally considers a person to be an “adult.” For young adults with extensive support needs, this is often a time when individualized education program (IEP) teams discuss issues related to student decision-making, guardianship, and alternatives to guardianship. The purpose of this article is to provide IEP teams with considerations to prepare families (i.e., parents and their young adults with extensive support needs) to prepare for age of majority. The five considerations discussed are (a) providing information about guardianship and alternatives, (b) assessing and teaching decision-making skills, (c) practicing supported decision-making, (d) designing opportunities for failure and feedback, and (e) considering the need for emotional support.

Mothers' Perceptions of Satisfaction, Trust, and Power in the Individualized Education Program Process

Abstract Parent involvement in the development of an individualized education program (IEP) is a foundational tenet of the Individuals With Disabilities Education Act (IDEA). Unfortunately, mothers, the parent most likely to attend the IEP meeting, often report negative perceptions and even feelings of disillusion with the IEP process. Including mothers as equal members of the IEP team is crucial to student success, especially for students with intellectual and developmental disabilities (IDD). To determine the extent of mothers' satisfaction, trust, and perception of the power of the IEP process, we surveyed 929 mothers of students with disabilities. Survey results indicate mothers are neither overly satisfied nor dissatisfied with the process, but almost always perceive an imbalance of power between IEP team members. A high percentage of mothers reported experiences with bullying, coercion, and shame. The findings suggest that more efforts are needed to empower mothers during the IEP process and improve parent-school partnerships.

Division of International Special Education and Services (DISES) Information Brief February 2021

Division of International Special Education and Services (DISES) Information Brief February 2021

Individualized Education Program Team Members' Perceptions of Music Therapy: An Interpretivist Investigation.

Although music therapists are often members of the Individualized Education Program (IEP) team in educational settings, there is a lack of research exploring IEP members' perceptions of music therapy. The purpose of this interpretivist study was to understand the perceptions IEP team members have of music therapy in educational settings; 8 professionals from a single school district who had experience working with music therapists as part of the IEP team participated in an individual semi-structured interview. We used in-vivo coding, an inductive approach to thematic analysis, and member and peer checking. We identified 3 themes: (1) Music Therapy Is Beneficial and Unique, (2) Communication With the Music Therapist is Essential, and (3) Additional Access, Education, and Advocacy Are Needed. These themes were supported by 8 subthemes. Participants identified the relevance and integral role of music therapy in addition to the unique contributions music therapists had as part of the IEP team. Moreover, participants highlighted the importance of communication, continued education for IEP team members, and the need for additional access to music therapy services. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.

Improving Special Education Service Delivery Through Interdisciplinary Collaboration

Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to implement the student’s program and achieve the common goal of improved student outcomes. With support from the literature, this paper discusses the core components of Bronstein’s Interdisciplinary Collaboration Model (2003); and elucidates how professionals share their content knowledge and technical skills with each other, collaborate in instructional design, and gain a firm understanding of each other’s discipline in practice. Practical applications that promote interdisciplinary collaboration between adapted physical educators, special educators, related service providers, and parents to improve service delivery and learner outcomes are shared.

An Analysis of Data Collection Tools Used When Completing Functional Vision Assessments

Introduction: This study analyzed 39 data collection tools used by teachers of students with visual impairments when completing functional vision assessments (FVAs). Methods: In 2017, teachers of students with visual impairments submitted data collection tools used in the FVA process. These tools were then compared with the 23 FVA components suggested by two established resources, Erin and Paul and D’Andrea and Farrenkopf. Results: The most commonly assessed skills and abilities were near visual acuity, distance visual acuity, and color perception. Only five of the submitted data collection tools contained at least 80% of the FVA components identified by the established resources. Fewer than 25% of the tools incorporated an orientation and mobility (O&M) screening. Discussion: There was considerable variation in the background information, medical data, and visual skills information that was collected. Variability in the data collected during the FVA process may impact a teacher’s recommendations, including referrals for specialized evaluations such as O&M and clinical low vision evaluations. Implications for practitioners: Since FVA reports are used by Individualized Education Program teams, it is essential that data collection tools used during the assessment process are complete and address key areas such as near visual acuity and color perception. Teachers should carefully review their tools to determine whether the data collected are sufficient to make informed recommendations regarding accommodations, goals, and referrals. If the data collected are not sufficient, then the tools should be revised or additional data should be collected.

Evidence-Based Secondary Transition Predictors for Physical Therapists Working With High School Students.

Individuals with disabilities experience poorer postschool outcomes compared with their peers without disabilities. Youth with orthopedic or physical disabilities experience challenges during transition particularly in the areas of education and employment. Physical therapists should continue to become more involved in transition planning and providing services for transition-age students with physical disabilities. The purpose of this article is to clarify the role of physical therapists who work with students who have disabilities, as they transition from high school to postsecondary roles as well as provide the current evidence-based predictors of postschool success and recommended practices to school-based physical therapists who work with these students. Evidence-based instructional practices for secondary students with disabilities and identified in-school predictors of postschool success for students with disabilities are aligned with effective practices for physical therapists. Additionally, suggestions for involving physical therapists in transition planning and increasing collaboration in providing transition services for students with disabilities are provided. Physical therapists can provide critical expertise for many individuals with disabilities; however, they are not always included effectively in transition planning and services for students with disabilities. Recommendations for practice include ways to involve physical therapists in transition planning and services and increasing collaboration between teachers, physical therapists, and other members of the Individualized Education Program team to provide effective, comprehensive transition services.

A Description of Parent Input in IEP Development Through Analysis IEP Documents.

Parent input in individualized education program (IEP) development is the clear expectation in U.S. education law. Every IEP team must include parents, and their input must be equally considered when developing IEPs. The present study used content analysis of 88 IEPs of students with intellectual and developmental disabilities to explore team membership, concerns parents raised during IEP meetings, and evidence that parent concerns and priorities are reflected in IEP goals and supplementary aids and services. Findings reveal that although parents express a range of concerns and priorities, these are translated into goals or services only two thirds of the time. We provide implications of these findings for research and practice.

Self-determination at a Career and Technical School: Observations of IEP Meetings

The purpose of this study was to conduct observations of Individualized Education Program (IEP) meetings at a Career and Technical Education (CTE) high school to determine who spoke during the IEP meetings, how IEP team members rate their IEP meeting behaviors and perceptions, and if there any differences in how behaviors and perceptions of the IEP meetings are rated. A 10-s momentary time sampling procedure was used to determine which IEP team members spoke the most and least during 10 IEP meetings. A post-IEP meeting survey was used to determine how IEP team members rated their IEP meeting behaviors and perceptions. Descriptive statistics and multivariate analysis of variance (MANOVA) were computed. IEP team members who spoke the most were the special education coordinator, special education teacher, and student. Students rated their meeting behaviors the highest. Students, parents, and educators had positive perceptions of the IEP meetings. A statistically significant difference (F(3, 86) = 3.43, p = 0.012; Wilks’ lambda = 0.74; partial eta squared = 0.13) was found indicating educators had a lower mean rating on composite meeting behavior. Educators seem to be seeking input from students and parents during IEP meetings, yet there remains a need for increased student leadership during IEP meetings. Educators, parents, and students seem to lack knowledge about the availability of post-high school adult services, resulting in an increased need to provide information about agencies to students, teachers, and parents.

Simulated Individualized Education Program Meetings: Valuable Pedagogy Within a Preservice Special Educator Program

Research about Individualized Education Program (IEP) meeting outcomes indicates special educators are unprepared and uncertain about practices designed to encourage meaningful IEP team participation. In response to these challenges, we crafted a simulated IEP (SIEP) project for preservice special education teachers as part of their licensure program. Using research-based simulation guidelines, preservice special education teachers were required to prepare, participate, and debrief with IEP team member volunteers and professors about the process. To evaluate the social validity of the SIEP project, we conducted qualitative interviews with 60 graduates of the program. Findings revealed five major themes that highlight value in the experience, including (a) valuable preparation for the future, (b) practical application of educational theory, (c) a safe space to learn and make mistakes, (d) real-world practice collaborating as a team, and (e) an opportunity to gain meaningful feedback. Following the presentation of themes, we discuss implications for practice and future research.

Trends in the Educational Placement of Students With Intellectual Disability in the United States Over the Past 40 Years.

In 1975, federal law mandated that children with disabilities be educated in their least restrictive environment, or alongside peers without disabilities in general education classrooms to the maximum extent appropriate. More than 40 years later, I investigated how national trends in educational placement have changed over time for students with intellectual disability. Specifically, I examined the degree placements have trended toward less restrictive environments. I found historical trends of incremental progress toward less restrictive settings, but no evidence of such progress in recent years. Furthermore, most students were educated predominantly in segregated settings every year. I discuss how these findings relate to previous studies, as well as implications for individualized education program teams and advocates for educational inclusion.

School Bus Transportation of Children With Special Health Care Needs.

School systems are responsible for ensuring that children with special needs are safely transported on all forms of federally approved transportation provided by the school system. A plan to provide the most current and proper support to children with special transportation needs should be developed by the Individualized Education Program team, including the parent, school transportation director, and school nurse, in conjunction with physician orders and recommendations. With this statement, we provide current guidance for the protection of child passengers with specific health care needs. Guidance that applies to general school transportation should be followed, inclusive of staff training, provision of nurses or aides if needed, and establishment of a written emergency evacuation plan as well as a comprehensive infection control program. Researchers provide the basis for recommendations concerning occupant securement for children in wheelchairs and children with other special needs who are transported on a school bus. Pediatricians can help their patients by being aware of guidance for restraint systems for children with special needs and by remaining informed of new resources. Pediatricians can also play an important role at the state and local level in the development of school bus specifications.

Determining Need for School-Based Physical Therapy Under IDEA: Commonalities Across Practice Guidelines.

The Individuals with Disabilities Education Act (IDEA) includes physical therapy (PT) as a related service that may be provided to help students with disabilities benefit from their education. However, the IDEA does not provide specific guidance for the provision of school-based PT, resulting in variations in practice across the United States. The authors examined 22 state and local education agency guidelines available online to find commonalities related to the determination of a student's need for PT. Seven commonalities found: educational benefit, team decision, need for PT expertise, establishment of Individualized Education Program (IEP) goal before determining need for PT, distinction between medical and educational PT, the student's disability adversely affects education, and the student's potential for improvement. These commonalities are discussed in relation to current PT and special education literature. This article suggests applying these commonalities as procedural requirements and questions for discussion during an IEP team meeting.