An Investigation of IEP Quality Associated with Special Education Placement for Students with Complex Support Needs

Autor/inn/en	Kurth, Jennifer A.; Lockman Turner, Elissa; Gerasimova, Daria; Hicks, Tyler A.; Zagona, Alison; Lansey, Kirsten; Mansouri, Mary Curran; Lyon, Kristin J.; Jameson, Matt; Loyless, Roxanne; Pace, Jesse R.
Titel	An Investigation of IEP Quality Associated with Special Education Placement for Students with Complex Support Needs
Quelle	(2022), (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Individualized Education Programs; Student Placement; Special Needs Students; Special Education; Elementary School Students; Educational Quality; Predictor Variables; Educational Indicators; Academic Achievement; Supplementary Education; Rating Scales; Raw Scores + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Schülerpraktikum; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Quality of education; Bildungsqualität; Prädiktor; Educational indicato; Bildungsindikator; Schulleistung; Ergänzungsunterricht; Rating-Skala
Abstract	Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous research has found that IEPs do not reflect recommended practices and that IEP quality varies by educational placement in inclusive and separate class settings. The purpose of this study was to evaluate a national sample of IEPs of elementary-aged students with complex support needs to determine if placement predicts IEP quality. We used multilevel regression to measure the extent to which placement predicts overall IEP quality, as well as the quality of IEP components including PLAAFP, goals, and SAS. We did not detect statistically significant differences in IEP quality by placement for any of these IEP components or for overall quality; instead, we found the IEPs consistently failed to meet quality indicators across all four placement types. Given these findings, we suggest implications for future research aimed at improving IEP quality for students with complex support needs. [This paper was published in "Research and Practice for Persons with Severe Disabilities" v47 n4 p244-260 2022 (EJ1355235).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01