Barriers to Implementing Student-Led IEPs

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2023-08-16 DOI:10.1177/21651434231190301

Andrew R. Scheef, K. H. Yeager, Malarie E. Deardorff

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引用次数: 0

Abstract

Traditional teacher-led individualized education programs (IEPs) typically provide limited opportunities for students receiving special education services to meaningfully participate in the process. Even with a significant body of literature supporting the benefits of student-led IEPs, many school-based personnel maintain the traditional teacher-led model. As such, this study explored barriers to student-led IEPs, including an analysis of the differences in perceptions between school personnel who currently report facilitating student-led IEPs and those who report not facilitating student-led IEPs. In total, 275 participants completed quantitative survey items, with 155 of these same participants providing responses to a qualitative open-ended question. Results suggest common barriers to student-led IEPs include factors related to (a) students, (b) systemic issues, and (c) other IEP team members. In addition, those who do not have students who lead IEPs were more likely to identify the following specific factors as barriers: student ability, teacher self-efficacy, personal interest, and the age of the student. Discussions about implications for practice and future research are included.

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实施学生主导的iep的障碍

传统的教师主导的个性化教育项目(IEPs)通常为接受特殊教育服务的学生提供有限的机会，使他们有意义地参与到这一过程中。即使有大量文献支持学生主导的iep的好处，许多校本人员仍然坚持传统的教师主导模式。因此，本研究探讨了学生主导的iep的障碍，包括分析目前报告促进学生主导的iep的学校人员和报告不促进学生主导的iep的学校人员之间的看法差异。总共有275名参与者完成了定量调查项目，其中155名参与者回答了一个定性的开放式问题。结果表明，学生主导的IEP的常见障碍包括与(a)学生，(b)系统问题和(c)其他IEP团队成员相关的因素。此外，那些没有学生领导iep的教师更有可能将以下具体因素视为障碍:学生能力、教师自我效能感、个人兴趣和学生年龄。讨论了对实践和未来研究的影响。

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

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.