The Individualized Education Program: Do Teachers and Parents Collaborate?

Q4 Social Sciences

Educational Practice & Theory Pub Date : 2022-11-01 DOI:10.7459/ept/44.2.05

A. Dor

引用次数: 0

Abstract

BackgroundIn an Individual Educational Program (IEP), the objectives of children with special needs are defined, to help educators pinpoint these children’s educational goals. Noting the importance of teacher-parent collaboration, the current research was designed to deepen our understanding regarding the way teachers experience working with parents in planning the IEP. Method: Semi-structured interviews (18 teachers) using a three-question research protocol, later thematically analyzed. Findings: teachers value parents’ input, however acknowledge difficulties relating to parents’ potential under- or over-Involvement. DiscussionDifficulties mentioned by teachers, possibly explain the obstacles they experience in their collaboration with parents during the IEP planning and implementation.

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个性化教育计划:教师和家长合作吗?

在个别教育计划(IEP)中，有特殊需要的儿童的目标被定义，以帮助教育者确定这些儿童的教育目标。注意到师生合作的重要性，当前的研究旨在加深我们对教师在规划IEP时与家长合作的方式的理解。方法:采用三问题研究方案对18名教师进行半结构化访谈，然后进行主题分析。研究发现:教师重视家长的投入，但也承认家长参与不足或过度的潜在困难。教师提到的困难，可能解释了他们在IEP计划和实施过程中与家长合作时遇到的障碍。

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

Educational Practice & Theory Social Sciences-Education

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.