Item
A 3-Year Study of Middle, Junior High, and High School IEP Meetings
Metadados
Título
A 3-Year Study of Middle, Junior High, and High School IEP Meetings
Descrição
Exceptional Children
Autor
JAMES E. MARTIN; LAURA HUBER MARSHALL; PAUL SALE
Língua
Ano que foi publicado
2004
País de Origem
Tipo de pesquisa
Metodologia
This study examined the perceptions of 1,638 secondary individualized education pro gram (IEP) meeting participants from 393 IEP meetings across 3 consecutive years.
Amostra
. As identified by the students’ school name, 25% of the partici pants came from junior high schools, 21% from middle schools, and 54% from high schools. We did not collect other demographic data, such as student disability, age, and meeting topics in order to preserve confidentiality per the requests of the cooperating school districts.
Método de Pesquisa
A two-part, 10-item questionnaire provided the data for this study (see Figure 1). Part one asked the participant to check one of the following seven IEP team member roles: (a) student, (b) parent, (c) administrator, (d) special education teacher, (e) general education teacher, (f) relatedservices, or (g) other.
Principais Descobertas
Results indi cate significant differences between the survey answers and participant roles, when students did or did not attend their IEP meetings, and when different professional team members attended the meetings. Special education teachers talked more than all team members. Students reported the lowest scores for knowing the reasons for the meetings, knowing what to do at the meetings, and five other survey items. General educators rated themselves lowest on three of the survey questions. Student and general educator attendance at the IEP meetings produced value-added benefits for IEP team members, especially parents.
Comentário Avaliativo
The findings of this study clearly demonstrate how perceptions vary by IEP participant role. Students and, to a lesser extent, general education teachers reported significantly lower scores on the survey items than the other participants. Both students and general education teachers reported the lowest scores on Item 10 (I feel good about this meeting). These and other findings suggest specific practice recommendations.