The Development of Individualized Education Programs: Where Have We Been and Where Should We Go Now?

SAGE Open

William H. Blackwell¹ 

关键词: individualized education programs;    legal/policy issues;    special education;    families/parents;   

DOI  :  10.1177/2158244014530411

学科分类：社会科学、人文和艺术（综合）

来源: Sage Journals

【 摘 要 】

There are more than 6.6 million students with disabilities in U.S. public schools who receive special education services, which means that there are 6.6 million Individualized Education Programs (IEPs) that have been developed and are being implemented at any given time. Each IEP represents real cost in educational opportunity, relationship building between families and schools, time, and resource allocation. Given this information, it is important to examine what we have learned from research on the development of IEPs, and to begin charting a new direction for research and practice related to IEP development. This literature review examines published, peer-reviewed research studies that have examined IEP development since the 1997 reauthorization of the Individuals With Disabilities Education Act (IDEA). The review concludes with a discussion of how findings from previous research on IEP development can inform future research agendas, educator practice, and federal and state policies.

【 授权许可】

CC BY