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Changing the IEP development process: Impact on collaboration and teachers' perceptions of IEP usefulness

Posted on:2008-01-22Degree:Ph.DType:Dissertation
University:University of DenverCandidate:Schick, Ann LFull Text:PDF
GTID:1447390005469612Subject:Education
Abstract/Summary:
This study compared and contrasted the process of developing an Individualized Educational Plan (IEP) using the traditional approach and a new approach. Key in this study was evaluating Special Education and General Education teachers' perceptions of collaboration and perceptions of the usefulness of the IEP. This research project also studied differences in these perceptions that may exist between the elementary and secondary leveled teachers.; A mixed methods research design was used to conduct this research. The quantitative data was analyzed using a Three-Way Analysis of Variance. The qualitative data was analyzed for commonality of themes and trends. The subjects for the surveys (N=471, 75 secondary Special Education teachers, 143 secondary General Education, 83 elementary Special Education teachers and 170 elementary General Education teachers) were selected from two school districts in the Denver Metro area. Twelve interviews, six from each district were also conducted.; Results from this study indicated that teachers using a more collaborative IEP development process perceived that the IEP as a more useful document that can be used to guide instruction for students with special needs. Teachers at the elementary level perceived the IEP more useful in guiding instruction than the teachers at the secondary level. There was evidence of a trend that indicated that teachers perceived more productive collaborative interactions using the non-traditional IEP development process, however, teachers in both districts struggled with engaging in quality collaborative interactions. Special Education teachers and General Education teachers perceived that their collaborative interactions differed in quality. A majority of teachers reported that time was the most common factor that either enhanced or detracted from the quality of collaborative interactions.; The results of this study provide a basis for providing training for teachers in quality collaborative practices and for school districts to consider constructing school schedules to facilitate teacher collaboration. In addition this study has implications for states as they seek to realign Special Education practices with the recommendations of the Individuals with Disabilities Educational Improvement Act (2004).
Keywords/Search Tags:IEP, Teachers, Education, Perceptions, Collaborative interactions, Collaboration, Using
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