Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction

Autor/inn/en	Martin, James E.; Van Dycke, Jamie L.; Greene, Barbara A.; Gardner, J. Emmett; Christensen, W. Robert; Woods, Lee L.; Lovett, David L.
Titel	Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction
Quelle	In: Exceptional Children, 72 (2006) 2, S.187 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Intervals; Educational Planning; Special Education Teachers; Individualized Instruction; Disabilities; Individualized Education Programs; Student Participation; Family Involvement; Student Leadership; Surveys + Suchen Sie Ihr Suchwort? Bildungsplanung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Individualisierender Unterricht; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studentenwerk; Survey; Umfrage; Befragung
Abstract	The 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) called for an increase in student involvement in individualized education program (IEP) meetings. To determine the extent of student involvement in educational planning, this study observed 109 middle and high school IEP meetings; 90% of the participants completed a postmeeting survey. There were statistically significant differences by role between those present throughout the meetings, and those who participated intermittently. Special education teachers talked 51% of 17,804 observed 10-s intervals, family members 15%, general educators and administrators 9%, support staff 6%, and students 3%. Students seldom exhibited leadership behavior, and scored significantly lower on IEP meeting knowledge questions compared to other meeting participants. The results from this study support research suggesting that students need to be taught effective meeting participation skills to enhance participation by all parties and result in more effective transition IEPs. (Contains 1 figure and 5 tables.) (Author).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10