IEP Use by General and Special Education Teachers:

SAGE Open

Kathleen Rotter¹ 

关键词: special education;    education;    social sciences;    intellectual;    developmental disabilities;    educational measurement;    assessment;    educational research;    teaching;    educational psychology;    applied psychology;    psychology;   

DOI  :  10.1177/2158244014530410

学科分类：社会科学、人文和艺术（综合）

来源: Sage Journals

【 摘 要 】

The role of general and special educators in implementing the Individualized Education Program (IEP) is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results indicated that the majority of general and special education teachers are reading their students’ IEPs in a fairly timely manner and that they find them moderately useful in planning instruction. Results also suggested that teachers relied heavily on grades to document attainment of IEP goals and that teachers felt that the IEPs themselves could be improved if they were shorter with student-specific, critical information that was more relevant to classroom instruction.

【 授权许可】

CC BY