Characteristics of Individualized Education Programs for Students With Learning Disabilities: A Systematic Review

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2023-06-29 DOI:10.1177/07319487231182697

J. McKenna, Michael Solis, J. Garwood, Melissa Parenti

引用次数: 0

Abstract

Students who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer-reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LDs). A multi-step article identification process revealed 13 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed.

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学习障碍学生个性化教育方案的特点:系统综述

接受特殊教育服务的学生有权接受个性化教育计划(IEP)，提供适当水平的利益。尽管IEP的内容以政策要求和实践建议为依据，但研究尚未调查学校实践在多大程度上是一致的。本调查的目的是对同行评议的研究进行系统回顾，这些研究调查了学习障碍学生(ld)的iep的特征和/或质量。多步骤的文章鉴定过程显示13项研究符合选择标准，其中许多研究没有报告LD学生的具体人口统计学特征和结果。然而，在这一调查池中记录了一些关于IEP质量的关注。讨论了研究的局限性和未来的研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.