个性化教育计划:教师和家长合作吗?

Q4 Social Sciences

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

A. Dor

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引用次数: 0

摘要

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。

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The Individualized Education Program: Do Teachers and Parents Collaborate?

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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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.