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Perceptions of the usefulness of the IEP by teachers of learning disabled and emotionally disturbed children
Author(s) -
DudleyMarling Curtis
Publication year - 1985
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198501)22:1<65::aid-pits2310220114>3.0.co;2-y
Subject(s) - psychology , perception , special education , individualized education program , learning disabled , learning disability , affect (linguistics) , developmental psychology , medical education , pedagogy , communication , medicine , neuroscience
The present study used questionnaires to examine the perceptions of the usefulness of the Individualized Education Program (IEP) by teachers of emotionally disturbed and learning disabled children. Teachers surveyed indicated that the IEP does have some general utility for them and their students. However, the majority of respondents also indicated that the IEP does not usually assist them in planning day‐to‐day instruction. Additionally, they do not refer to the actual IEP document very often, nor is it particularly accessible to them. It was concluded that the IEP will not qualitatively affect the education of handicapped students unless it guides the delivery of services on a daily basis.