Open AccessIEP Use by General and Special Education Teachers
Author(s) -
Kathleen Rotter
Publication year - 2014
Publication title -
sage open
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.357
H-Index - 32
ISSN - 2158-2440
DOI - 10.1177/2158244014530410
Subject(s) - special education , mathematics education , psychology , pedagogy , reading (process) , perception , medical education , medicine , political science , neuroscience , law
The role of general and special educators in implementing theIndividualized Education Program (IEP) is critical. This study investigated theperceptions of those teachers on when they read the IEP, how they measure attainment ofIEP goals and objectives, and the IEPs usefulness in instructional planning. Fourhundred twenty-six teachers from suburban school districts in central New Jersey wererespondents. Results indicated that the majority of general and special educationteachers are reading their students’ IEPs in a fairly timely manner and that they findthem moderately useful in planning instruction. Results also suggested that teachersrelied heavily on grades to document attainment of IEP goals and that teachers felt thatthe IEPs themselves could be improved if they were shorter with student-specific,critical information that was more relevant to classroom instruction