A Systematic Review and Meta-Analysis of Interventions Used to Increase Adolescent IEP Meeting Participation

Autor/inn/en	Sanderson, Kelli A.; Goldman, Samantha E.
Titel	A Systematic Review and Meta-Analysis of Interventions Used to Increase Adolescent IEP Meeting Participation
Quelle	In: Career Development and Transition for Exceptional Individuals, 43 (2020) 3, S.157-168 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanderson, Kelli A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143420922552
Schlagwörter	Intervention; Individualized Education Programs; Student Participation; Meetings; Adolescents; Self Advocacy; Self Determination; Students with Disabilities; Secondary School Students; Meta Analysis + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Meeting; Tagung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstbehauptung; Selbstbestimmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Meta-analysis; Metaanalyse
Abstract	This study examined the effectiveness of interventions used to increase the participation of adolescents with disabilities during individualized education program (IEP) meetings. A systematic literature review and meta-analysis were conducted to identify and synthesize the group-design experimental literature on this topic, as well as evaluate intervention effects. Six studies met inclusion criteria and were included in the analyses. Adolescents who participated in self-advocacy curriculum interventions made significantly more contributions during IEP meetings compared with students in control groups. Given this information, school districts should consider implementing such curricula and making student attendance and participation at IEP meetings a top priority. However, additional high-quality research is needed to expand the evidence base for this practice for students with more severe disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01